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Principal Thoughts Issue 8

Fri, 10 Apr 2026 02:06:05 GMT

Sayings Can Be Very Relevant

I find sayings to be very valuable if they creatively stimulate thought. If they sit in the mind like a lump of concrete, then they are maybe not so valuable. Good teachers are famous for passing on thoughtful statements to students which, in my experience, last forever and are helpful throughout life. They of course can arise from creators of all eras, even from ancient times. If I hear an appealing saying I will scribble it down on any piece of paper because as a teacher I know how thought provoking it might be aside from being simply good to think about or be a tool to help solve other issues. These are also tools for a Principal to help deliver an idea or a solution to a problem. In my experience many students will remember some of these sayings long after they have left school.

My very influential teacher who taught me in years 7 and 8 introduced me to many ideas and indeed sayings which I haven’t forgotten after all these years. The St Philip’s motto originated with him as the words remained with me well after I left school and indeed will remain forever.

He introduced me to the wonderful physicist, engineer, astronomer, mathematician, inventor, philosopher Archimedes. Like the Greek philosopher Socrates (died 399 BC) whom we introduced in the Last PT, lots of Archimedes’ thinking has leapt the centuries and has sported its relevance in today’s world. Socrates and Archimedes show how important the power of critical thinking and observation can be. It is great for students to realise how notable their powers of observation are, how it is key for all of us to use them and not be shy of what we may find. Good ideas don’t only arise from tertiary trained experts and the belief in this can paralyse good thinking. We all have the right to think and create an opinion, and an understanding of this makes learning richer and more exciting.

Archimedes’ famous statement about a lever was introduced to me by my teacher and I have used it ever since not only as a mechanical understanding but also as an analogy to illustrate a particular point or drive thinking in a particular direction. The statement based on his understanding of Physics is:

“Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.”

It is such a vital observation and has been used by heaps of people to solve practical problems. I use it regularly and it becomes more and more important as you try to lift or move things as you age. If you use a weak lever it may break, and the exercise will be a waste of time.

To me it can be used to tackle other non-lever, mechanical problems, and as such it is really helpful to people who can’t see a way forward to solve say a social problem, or to look for a solution to a worry or anxiety. Questions that can be asked are: “what is a suitable lever which I can use to move this problem? What is a good fulcrum I can rest the chosen lever on?” Of course, the lever could be any good idea which might work to lift the problem as can the fulcrum.

The analogy can be employed when creating something, maybe a building. What levers need to be used? How strong do they have to be? Of course, this is adopting the idea of a lever as something which is necessary to make the building happen. I guess money will be an important lever and certainly expertise - architect, engineer, documentation, safety plan, etc. etc.! What will be a suitable strong fulcrum? I will leave that up to you to create!

Another famous understanding was discovered by Archimedes when he stepped into the bath. He observed that the water rose. It suddenly occurred to him that the volume of water displaced must equal the volume of the part of his body he had submerged. The story goes that he leapt out of the bath naked and ran down the street yelling “Eureka!” The word comes from the Ancient Greek meaning “I have found it.” Not all would know that the Eureka Gold Leed, was where the rebellion occurred at Ballarat during the Gold Rush. Observation, think! Observation, think! However, as all good teachers know that telling a story in a colourful and interesting way means that students are more likely to listen to it.

I find a number of Mahatma Gandhi’s Quotes very thought provoking and one of the most powerful is “an eye for an eye only ends up making the whole world blind”. This is a powerful observation and is a worthy topic for students of a suitable age to discuss. Every time I see a dispute, I now think of this powerful observation.

Observation, thought and problem solving are abilities that are valuable for students to practice, embrace and take out into their life. Understanding the importance of various levers will help this. As Principals it is of great benefit to know that colourful analogies and sayings are more likely to remain in students’ minds rather than bald, dry statements. We do work in an exciting profession that does make a difference!

Written by Chris Tudor

Principal Thoughts Issue 7: Our World

Tue, 24 Mar 2026 09:52:07 GMT

Our World

It would be hard not to describe our world as chaotic at the moment, salted with a fair amount of uncertainty and fear. As educators we have the enormous responsibility of helping to prepare young people for their lives in this complicated environment. Most Australians, I would think, would have an appreciation of a belief in Democracy, though it would seem that most is not all.

To deal with our Democracy effectively requires good critical thinking, recognising that one’s opinion does matter and is important in order to map one’s thoughts through the maze of uncertainty presented on a daily basis. Schools have that vital responsibility in developing the ability of students to effectively read, understand, analyse, develop opinions, write with knowledge and to be able to express themselves effectively with their own opinions that really do matter. Mathematics also matters; to not be able to manipulate numbers and undertake relevant calculations can leave a person vulnerable. As educators, we do know that whilst this is important one size doesn’t fit all, and the progress of each student is important.

But schools have a complicated job helping prepare students for their life ahead. I occasionally attend the assemblies at my grandchildren’s school and am impressed as the sixth-grade students help run them. I’m sure this takes place in most schools, which wasn’t the case when I was at Primary School. This responsibility builds confidence and understanding. There are so many enlightened things that schools do today which assist in student development, preparing them for an effective, useful life in a democracy such as ours.

Having been confronted by the world news during the evening TV sitting, I grabbed a piece of paper and listed some of the really positive things I know our schools believe in and do at this time of our existence. Most of which will enable students to be effective members of our democracy.

So here is the list of important skills that we set out to develop in our students:

Decision Making: Encouraging students to have good, well considered reasons for a decision they make. Being a thoughtless follower will not be helpful to them or our Democracy. Being incapable of not making a decision is also unhelpful. Fence sitting should be avoided.
Good Debate: Students benefit from being able to constructively and thoughtfully debate. Considered opinion and the ability to express it, rather than following something blindly, is valuable in a Democracy.
Problem solving: Students should be practiced and confident in problem solving rather than blindly accepting another’s opinion. A year 10 student I knew was on a ten-week exchange to a boarding school in Scotland. Mid-term holiday came up and she decided to take the train to London to visit a Gap student she had become friendly with when they were working at St Philips. It was a good trip and terrific weekend. She arrived elated back to her village in Scotland to find that she had returned a day too early and the school was still closed. However, she was not helpless, she had the confidence to use her initiative and booked herself into the local Youth Hostel, something she had not done before. Travel is riddled with the need to problem solve and the experience is invaluable.
Ask the Question: As educators it is so important that we teach students to ask wise questions, to help develop opinion and understanding.

Some people are confident leaders, and some are not; but students can learn to be. Experience is the best way for someone to develop leadership skills. Some confident leaders may not be good listeners or be reluctant to invite opinion. They can recognise this and so become better, more confident leaders.

Outdoor Ed is a good place to develop effective leadership skills. A common expedition model is to appoint a couple of new group leaders each day. They will learn from the example of others and reflect on how to make decisions effectively. Obviously, mistakes can be made, but this gives the instructor a good teaching moment which is likely to be remembered. One of the lessons that I liked to promote was that the loudest voice didn’t always produce the best solution. There is also no future in being a lazy group member which results in a loss of control. (There is no value in being a lazy voter at an election - one’s opinion does matter).

On a Duke of ED 5-day hike on which I was the instructor, I recall the group coming to a fork in the track. Discussion commenced on which way to go. The loudest voice (I think he later became a politician) quickly won the day. The other students were tired after a hard day's walking and really didn’t care. I knew the hut we were going to was along the left fork whilst the right one disappeared 500 steep meters down into the river valley. I gave the group the right direction, probably when I shouldn’t have. However, the lesson of “the loudest is not always right” was nevertheless well learnt.

I’ve written about Socrates before, but it is worth mentioning him again, as his method of thinking is as relevant today as it was 470-399 BC when he lived. I’m always amazed at this. I was introduced to his thinking by a friend who was a Business Board coach. Boards have to make the best decisions, and it is incredible that Socrates can still help them do this!

My friend presented six considerations promoted by Socrates that can be still used to arrive at a good decision and the also to test it.

Please can you explain more.
Why do you think this assumption is true?
Is this evidence full proof?
Is there another way of looking at this?
What would be the result if X happened?
Which is the most helpful question?

As educators we have the privilege and challenge of walking with our students for part of their journey in becoming thinking members of our Australian Democracy knowing that if they are this, they will make a difference.

Principal Thoughts Issue 6

Mon, 16 Mar 2026 08:41:27 GMT

The NT, A Grand Place of Wonder

Years ago, I was sitting on a plane going to South Africa. It was when I was Chair of ISCA (now ISA).

I had been invited to their joint conference which in Australia’s terms would be ISA and AHISA. I was to be the only Aussie at the conference to which I had to “say a few words”. I was friends with a number of South African Heads through my long association with the International organisation, Round Square. I was looking forward to the Aussi/South African jokes as our two nations share the same sense of humour.

The long journey across the Indian Ocean gave me plenty of time to think and to consider that I was from Alice Springs in the Northern Territory, rather than the well-known primate cities of Sydney, Melbourne and probably for the South Africans also Perth, the closest Australian capital city to South Africa. As the sky wandered past I wondered if the Northern Territory Coat of Arms would hold any secrets that I could use in my talk and to my shame I didn’t know its detail. However, I looked it up and found “gold” - the floral and fauna emblems of the NT. They are as follows:

Sturt’s desert rose.

The Red Kangaroo.

The Wedge-tailed eagle.

Two Kangaroos stand upon a grassy sand dune with Sturt’s desert roses. In typical Coat of Arms style, they hold a shield. Appropriately it is decorated with the meaningful art of Aboriginal people, our first Australians. Standing on the top with wings in glorious motion is the king of the Australian Skies, the Mighty Wedge-Tailed Eagle.

I wondered how many Territorians knew that these were our symbols granted to the NT on 11 September 1978 soon after self-government, which took place on 1 July 1978. Up until January 1986, I had spent most of my life in Victoria and I was indeed an immigrant to the NT with much to learn about it. By the 2000s I really felt I belonged but clearly aspects of this great land had passed me by.

I’ve always loved and admired the Wedge-Tailed Eagle which of course can be found in many parts of Australia but nevertheless was identified as exclusively our ornithological emblem. To me it was the symbol of success - flew gracefully, hunted effectively, built a terrific nest and had such acute sight. What a spectacular scene is cut by the Wedge-Tailed Eagle as it rides the skies and circles ever upwards on the thermals, obviously proud of its mastery of flight but ever watchful for prey with which it could feed its family. To me the bird was not only beautiful but was a true winner and it was our emblem. On returning to Australia, after some time of absorbing this knowledge, I set about organising staff to find a firm to produce a beautiful badge of a Wedge-Tailed Eagle. To me it was a true symbol of success and was henceforth awarded to anyone in the College community to acknowledge their success.

“For I love the circling of the Eagle on whose spirit I can soar,

As I ride safe upon his wings high above the valley floor.

Where small creatures wander wisely to avoid the dangers from the sky,

For they respect the power and speed of an eagle circling by.”

Of course, I’m saddened by the vilification of the Eagle that has taken place over time and the desire for people to set out to destroy them. Good research and education have provided knowledge which can produce a more realistic picture about the habits of the great bird.

Accurate knowledge comes from good research and sensible approaches to our special, glorious wildlife and can be promoted through good education. I was pleased to read in my internet research that Wedge-Tailed Eagles are now protected across all states and territories in Australia.

War had originally been declared on this great bird because of the supposed damage it did to agriculture. It became the World’s most persecuted bird of prey. Some Australian states introduced a bounty system which encouraged the slaughter of tens of thousands of these birds annually. I remember well, in days gone by, seeing dead eagles tied to fences.

Research showed that once the eagles hunted medium sized mammals such as young kangaroos and bandicoots. Now they also hunt feral rabbits, foxes and cats. Obviously, the availability of prey determines their diet. Rabbits usually make up between 30 and 70% of their typical diet but this could be as high as 98%. They are also great “cleaners” eating carrion, which may be dead stock or roadkill on roads such as the Stuart Highway.

The story of our grand bird has been a constructive one for students as it encourages them to read critically and develop opinions about what they read. Critical thinking is such an important skill in mastering this age of modern democracy. A wise vote should be always cast as a result of good information and well-considered opinion. So maybe the Eagle badge could also be an award for research, analysis and the expression of a well-founded opinion.

Being immensely proud of the fact that Australia’s largest flying bird is the Wedge-Tailed Eagle I am greatly relieved that it is now a protected species in all States and Territories of Australia.

That ever-huge source of knowledge, the wisely used internet, notes this about research:

“Good research creates value by producing reliable, evidence-based insights that drive innovation, policy improvements, and informed decision - making. It builds credibility and trust, ensures efficient use of resources, advances knowledge, and tackles complex societal problems, while fostering ethical practices and academic, professional and personal growth.”

The Wedge-Tailed Eagle has been saved because of good, persistent research and I am eternally grateful.

Written by Chris Tudor

Larrakia Artworks Commissioned for AISNT

Mon, 09 Mar 2026 00:57:05 GMT

Larrakia Artworks Commissioned for AISNT

AISNT is honoured to have worked with Larrakia artists Mim Cole and Shaun (Hafleg) Lee, who created two new artworks for our organisation as part of our ongoing commitment to community, culture, and Country. These artworks honour the cultural knowledge of Larrakia Country and reflect values, connections and shared purpose that guide Independent Schools across the Northern Territory.

By embedding these artworks within our organisation, we acknowledge the importance of place, culture and community and we commit to using them respectfully in our work with schools, students and families.

The staff of AISNT recognise the Traditional Custodians of the land, seas and skies of Larrakia Country and feel privileged to be immersed in its strength and stories. We pay our respects to the Elders and Traditional Custodians throughout the Northern Territory, where our many schools are located, and honour the enduring connection Aboriginal and Torres Strait Islander Peoples have with Country and Culture. We hold a deep sense of shared responsibility to promote understanding and healing, to build a more reconciled Australia through education.

These artworks are protected by copyright and cultural protocols. These artworks must not be copied, downloaded, reproduced, or adapted in any form.

The Rainbow Serpent

The Rainbow Serpent is recognised as a significant creator being

within Larrakia cultural knowledge. In the time of creation, the Rainbow

Serpent travelled across Country, shaping the land, forming waterways,

and sustaining life.

The Rainbow Serpent represents balance, renewal, respect and

responsibility to land and water and all living things. Its presence

continues through the enduring connection between the living things

and their Country.

This acknowledgement recognises the ongoing cultural

significance of Larrakia Country, past, present, and future.

Connection and Belonging

Each dot represents a student who attends a school.

On their own they are small, but together they show

strength, energy, and shared learning.

Each circle represents a different school. Every school is unique in size and character,

but all are places where students grow and feel supported.

The colours represent different cultures.

They show the many backgrounds, traditions, and experiences students bring with them,

highlighting diversity and respect.

The overall design shows how independent schools are connected.

Although each school stands on its own, they are linked through shared values and strength of purpose,

working together to support students and communities.

Principal Thoughts Issue 5

Wed, 18 Feb 2026 01:22:20 GMT

Don't Let Character be Lost Behind the Complicated

The character of the school depends on many things, including some of the following:

Enthusiasm

Tone

Decision Making

Principal’s Example

Listening

Opportunity

There is no shortage of complications in running a school. For example, in both the north and south of the NT, flooding has the greeted this year. The last few days have seen huge flows in the Todd and Charles Rivers. Such events are not marked on the Calendar but bring with them the need for quick and wise decisions to ensure students are safe. I recall a similar flood in the Charles River ages ago and a person clinging to a tree to prevent being swept away. As members from the school were watching one of our Gap students, who was Canadian, came down equipped with his climbing rope, ready to throw himself into the flood to save the man. If staff hadn’t been there to stop him, I hate to think what disaster would have occurred. In spite of his insistence, we did stop him! His action was definitely a surprise but, in a crisis, there is always something from left field which demands a quick and wise decision to keep staff and students safe.

I recall a boarder who was hyperventilating. We made the quick decision to take her to hospital, put her in a car and set off at an emergency pace only to be stopped by the police on the Stuart Highway. Fortunately, they embraced the emergency and gave us a police escort to the hospital. Phew - She recovered.

I had just got off the phone (this is over 30 years ago) regarding the College’s finances. It had been a pressured phone call and my hands were sweating. Within two minutes my most serious maintenance man appeared in my doorway. He exclaimed “Chris a terrible thing has happened”. All principals will have experienced such a comment - my mind flew into overdrive!

“What is it X ?”

“A tap in the Boys’ toilets is leaking.”

I immediately exhaled and started to regroup, such a contrast to the drama of the financial discussion. However, I had to recognise that it was a disaster for him, and I needed to LISTEN to him and not dismiss his concern. Job done!

As Principals we must be good at active listening and try hard to understand what the person is feeling.

One of our greatest gifts which we can use is ENTHUSIASM. This gift should be readily employed for it encourages positivity and has a wonderful effect on morale, is encouraging and is the solid base for a positive school.

I used to say often to myself, “I am paid to make good decisions; not to avoid them but to make them in a timely manner.” This promotes security amongst staff and students even if some are unpopular. Good DECISIONS made in a timely manner underpin good leadership.

The other gift Principals should use is to provide an example and present what they “STAND FOR”. Most students and staff will be keen to know what Their Principal stands for. If they know, this provides helpful modelling to the whole school community. Whilst probably not all will follow the EXAMPLE the Principal sets it will be helpful to many and therefore assist in setting the TONE of the school. To not do this is the loss of an important opportunity. It will leave a vacuum which can be filled with unwanted “stuff” which may lower the tone of the school.

OPPORTUNITY is the final one I want to consider in this analysis. It is important for the school to have in its culture the desire to take opportunity. Growth of the school, including staff and students will be enhanced by taking opportunity.

Enthusiasm, Tone, Making Decisions, Principal’s Example, Listening and Opportunity are all an important part in setting and maintaining the School’s Character. Consider the idea of taking Opportunity: the Principal can Model the importance of taking opportunity. At St Philip's we took the Opportunity to run the three major Round Square Conferences: International, Australasian and Junior. These were all a huge amount of work, but we wanted to make sure we took these opportunities to develop positive relations with other schools in Australia and around the world.

The International Conference in 2001 took three years to plan but unfortunately on 9/11 the Twin Towers Attack in New York occurred cancelling some schools’ permission to travel. This was followed by Ansett, the second major Australian Airline, closing, though the two were not related. The Head of Round Square asked if we would prefer to call the conference off. We said “no way” even though we had lost 70 participants. With adrenaline pumping, staff and students ran one of the organisation’s best conferences which enhanced the reputation and knowledge of our school within Australia and globally. Opportunity, opportunity! Students should know that when a valuable opportunity knocks at the door - take it.

So back to the heading. The job of a Principal is so busy and complicated that it is easy to take one’s eye off these importance pillars of a good school: Enthusiasm, Tone, Making Decisions, Example (What a Principal Stands for), Listening and Opportunity. The frantic nature of the job can take over and damage these - so it is extremely important that these principles are given priority, well understood, demonstrated and reign supreme in the school.

Written by Chris Tudor

Principal Thoughts Issue 4

Thu, 12 Feb 2026 23:19:04 GMT

Good Stories are Powerful and Enduring

I was listening to the radio as I do most nights, tuned into ABC’s “Late Night Live” hosted by that excellent journalist and author David Marr. The program was profiling the famous bear, Winnie the Pooh who has just turned 100! What wisdom lies in the mind of a bear that has lived for 100 Years!

Winnie first appeared in a children’s story commissioned by London’s Evening News - the date was Christmas Eve 1925. The author was A.A.Milne with E.H. Shepherd as the excellent illustrator. Like many Successful Children’s stories, it has over the hundred years been presented in a variety of books and in a number of successful movies. The first book was published in 1926.

As in many fine children’s books the characters are easy to love, they are not simple, but characters with depth. Adults can also enjoy the characters as they read these stories to their children.

A.A. Milne wrote for his young son Christopher Robin. Christopher’s toy animals were the models for the characters in the story as was Christopher Robin.

Ages ago I enjoyed a TV program about the real origins of Winnie the Pooh, who is incidentally a male bear.

So, what inspired A.A. Milne to write the story about a bear? He saw this black bear in the London Zoo and he, a Christopher Robin, loved to go and visit her. Yes, she was a female bear. But where did she come from? Her name was “Winnipeg” and she was purchased by a Vet, Harry Colebourn in White River Ontario. He came from “Winnipeg” himself. Harry was a Canadian soldier in the Army Veterinarian Corps and was on his way to serve in France in World War 1. The bear spent time as a mascot in the army, but when Coleburn was sent to France, he left the bear for safe keeping at the London Zoo. It was there that “Winnipeg” became a favourite with the visitors, especially children and two of the really enthusiastic visitors were Christopher Robin and his father.

World War 1 wore on and every time he had leave for England Harry went to the Zoo to visit “Winnipeg”. He loved the bear but knew how popular she was, so he unselfishly donated her permanently to the Zoo in 1919 for Children to enjoy for years to come.

Inspired by “Winnipeg” A.A. Milne began to write stories about a bear called “Winnie”, which became “Winnie the Pooh”. The stories evolved because of A.A. Milne’s desire to write meaningful, entertaining stories that were relevant to children but also were crafted so they also had important meanings for adults as well. He had a knack of being able to reach into the minds of both children and adults. And we also know that a picture is worth a thousand words and the illustrations in the books helped bring the story to life.

So “Winnie the Pooh” is now 100 years old. In this age of hi-tech movies and other sophisticated presentations, the depth and value of good stories is still very much alive today. When a teacher reads to their students they are doing such an important exercise and the hope is that parents are doing the same at home. Effective Listening is such an important activity for all ages, but it needs to be practiced.

Winnie the Pooh was famous for his thought-provoking sayings relevant to people of most ages. Here are some favourites.

“A hug is always the right size.”

“Sometimes the smallest things take up the most room in your

Heart.

“You’re braver than you believe, Stronger than you seem and

Smarter than you think.”

“People say nothing is impossible, but I do nothing everyday.”

“A day without a friend is like a pot without a single drop of honey

left inside.”

“If there ever comes a day when we can’t be together, keep me in

your heart, I’ll stay there forever.”

“Some people care too much. I think it's called love.”

“When Life throws you a rainy day, play in the puddles.”

It is of benefit to reflect on each one of these.

Written by Chris Tudor

Welcome Ailsa MacFie

Tue, 03 Feb 2026 23:19:11 GMT

Welcome Ailsa MacFie

AISNT is proud to introduce Ailsa MacFie as the new Manager of the Northern Territory Remote Aboriginal Investment Program (NTRAI).

In this role, Ailsa will lead the delivery of the NTRAI program, working closely with participating schools on grant applications, program implementation, monitoring and reporting, to achieve strong outcomes for students and communities.

Ailsa brings extensive experience across Indigenous education, remote and boarding school contexts, and school leadership. Previously she held senior leadership positions at Tiwi College, including Assistant Principal, Special Education Needs Coordinator and Acting Principal, where she was responsible for whole-school operations, curriculum development, staff leadership, funding applications and stakeholder engagement. Ailsa has also worked at Kormilda College in leadership and pastoral roles.

Most recently, Ailsa has been Lead Teacher: Learning Diversity at Dominic College in Hobart, with responsibility for managing NCCD processes, supporting funding applications, leading professional learning, overseeing learning support teams, and implementing evidence-based literacy interventions. Ailsa has a strong background in data-informed practice and working collaboratively with school leaders, teachers, families and allied professionals.

Holding postgraduate qualifications in Education, Special Needs and Indigenous Education, Ailsa has published and presented nationally on literacy and Indigenous education.

AISNT looks forward to the expertise and leadership Ailsa will bring not only to the NTRAI program but to AISNT overall.

Please join us in extending a warm welcome to Ailsa!

Principal Thoughts Issue 3

Tue, 27 Jan 2026 23:35:43 GMT

The Power of Positivity

As a Principal there are so many issues to deal with daily. Often there is the feeling of being pulled from “pillar to post” resulting in stress rearing its ugly head. So often it seems that you as a Principal have to be good at everything. "Prioritise” the experts say but I always found this was easier said than done. “The board papers must be out by tomorrow; the Government form x must be completed or there is trouble; X teacher wants to see you about leaving before the end of term 1; an irate parent rang an hour ago; you have to teach the next lesson and are short of people for yard duty; teacher Y has just gone home sick and so it goes on .”

But what is the priority that must cut through all this regardless of the pressure. It is that you want the school to be a positive place and schooling to be a positive experience. To me this is the light from the lighthouse that must cut through the storm. As principal, you must remain calm, have a welcoming face, thoughtful and mostly cheerful disposition. This can be a challenge but there are no shortcuts. Wearing your heart on your sleeve is not acceptable as is seeking sympathy from the staff. Yes, the job of a Principal is tough and it is not for everyone. A school will decline if an ambitious person manages to win the job and they are not suitable. A competent Principal will regularly, in whatever way is meaningful, promote Positivity and the School.

Sure, furrow your brow in your office, stamp your foot etc. but project eternal positivity when you are out and about. Of course, positive language is so vital in a school and should be continually modelled by the Principal. Over my time I can remember Principals who had nothing to say except that which was negative. Consequently, the school’s morale barometer starts to drop instantly. If you have to bring something negative to the staff or whole school community, think hard about how you can “positively” present it. Avoid being known as a continual bearer of bad news. If it is something that concerns a small group, present it to the individual or small group and don’t involve everyone just because it's convenient.

Beware if your aim is to be simply a good, polished administrator. The school Principal should be seen to be a keen, creative, educational philosopher with an endless store of ideas to present. Some Principals do this easily, others have to devote time in preparation - but if the school is to be a rich, positive place it must be done and done well. It has to be a priority. Good stories have been used to project ideas for ever, but they have to be good ones. As Principal, you must take any opportunity to project your positive philosophy, regardless of whether it be to students, parents, or staff. Keep it reasonably short, particularly in this day and age where the general attention span is limited. But make it good! I was a big believer in using a visible item as an analogy to attract attention.

Sadly, there are teachers who aspire to being Principals but are not naturally “cut out” for the job. The big negative occurs if they are unable to foster a Positive Philosophy in a school. There is so much analysis that has to go on in the process of choosing a Principal. Some boards use a search consultant, but such a professional has to be good and experienced. Not all boards have good, capable educators on them and this leaves them exposed to the possibility of the school ceasing to be a positive place. Some boards don’t take the time to get all the information and get it right. A classic mistake is to decide on someone, and they knock back the offer because they had a better offer. The temptation is to appoint the second choice, who may not be highly suitable for the position. There are times when I have listened to statements, when the appointment hasn’t worked out, which were along the following line: “But they were number 2 and if we didn’t choose them, we would have had to start the whole process again.” Well, that’s what should have happened. Surely no-one wants second best for their positive school.

A principal must always be very aware of their and the school’s relationship to the community. After all the enrolments come from the community and a positive image must be projected if students are to enroll. There is no disguising how fragile the relationship with the community is and the Principal has to work on this all the time.

In a positive school students are encouraged to relate well to one another with the students being in no doubt that positive relations really matter. It is not only the teachers who model positive relationships, but everyone who works in the school. I used to say that all staff members were in fact teachers regardless of their jobs.

A principal hopes that bullying won’t show its ugly head, but this is unlikely to happen. It is essential that it doesn’t fester and must be dealt with quickly.

How teachers talk to students is also important. Yelling etc. is now out of date and will undermine a positive atmosphere, setting an unfortunate example. Sure, bad behaviour has to be dealt with but with a background of maintaining the school with a POSITIVE ENVIRONMENT.

Some Thoughts:

Lead, Enthusiastically, Thoughtfully and Gently.

Avoid being impetus.

There will be many things a Principal will be faced with for the first time. Remember to turn “ I can’t” into “I can” = the little Red Engine Story!

Even if super busy, take some time, even if it is a short time to relate.

Develop the confidence to be creative and “have a go”.

One day being a Principal will come to an end. What would you like to be remembered for?

Written by Chris Tudor

Principal Thoughts 2026: Issue 2

Tue, 20 Jan 2026 04:01:40 GMT

Be Prepared

At present I’m not in Alice but am on my little farm outside Mansfield in the High Country of Victoria. The beautiful view of the Delatite Valley is mostly blocked by the smoke from the various fires in North Eastern Victoria. There is an atmosphere of worry and concern and whilst the air is still at the moment, on the day when the fires took off the wind was wild and hostile, terrifying to behold and delivering a whole world of uncertainty to the people in country Victoria.

Conditions can change rapidly so it is essential to always be prepared for fire and to be clear about an exit strategy. It is too late when the fire arrives. People living in fire prone areas have to be always Well Prepared.

It took me back to the fires in January 1985. These had been started, I seemed to remember, by a disgruntled person some 40 kilometers away. At that time, we rented a bluestone cottage in the middle of a 2000-acre farm near Majorca some 20 kilometers from the country township of Maryborough. It was located in grasslands on the basalt plain; idyllic spot to spend 7 years. The fire mercilessly ripped through the country until it came to the boundary of our cottage. Though bluestone, it still had plenty of wood associated with it. Alongside the house, at about six metres distance, was a line of gum trees. The fire “gobbled” these up and eyed the house hungrily. But at the last minute - yes last minute - the wind swung to the South taking the fire elsewhere and saving the house.

We had been down at the beach about 200km away, but as soon as we heard the news, we threw the 3 kids, who were all little, into the car and headed back home. Life has its misfortunes and I was booked for speeding on the way back, no excuse accepted!

The Maryborough area was like a war zone, and the farm was in the middle of it. Fences burnt, dead animals everywhere, grass gone, smoke everywhere, logs still smoldering. The farm’s prized Charolais herd all destroyed except for the two bulls who found refuge in the dams. The sheep were piled in the corner of paddocks, black and dead.

The next day my brother, who lived in Melbourne, came up to help with the task of putting the dead sheep onto a trailer and depositing them in large graves, a task I’ll never forget.

I worked when I could with the Younger Farmer helping to build fences. He was using the modern method which relied on “Star Pickets” and high tensile wire. Whilst digging a hole for a strainer post, I cleverly took “my eyes off the ball” and rammed the sharp end of the crowbar through my boot and little toe. Interestingly I didn’t feel the pain for a fair while and just kept working.

The Old Farmer had remained through the fire and saved the buildings in spite of the danger. He kept putting out fires around places such as wooden veranda posts - this seemingly small action saved the buildings.

My mind has now wandered to fires around Alice. One Saturday smoke appeared on the hills to the west of the school at about half a kilometre's distance. It was travelling in a direct line to the school bush chapel where a wedding was to be held that afternoon. The Firies were contacted quickly and were soon on the scene.

“Contact the wedding organisers because there will be no wedding in the chapel today,” shouted the Chief Firey. It was all action with professional fire equipment and even garden hoses. We had a water trailer with pump, mainly for camps. I asked the Fire Chief if he wanted that as well. Reply: “Of course I do.” I ran over to the trailer - Oh horrors it was empty! I started to fill it immediately and it proved to be essential.

All these experiences have remained vividly in my mind. I learnt so much from them and they have served me as metaphors during my years as a Principal:

Don’t let the tank on your trailer (whatever that is) lie around being empty. Make sure its full and ready for action. If something really needs doing, do it and don’t put it off. Procrastination can be the real enemy of any Principal.
Put out the fires around the verandah posts when they are small, otherwise the fire can get away and could cause huge damage.
Even when you're tired, take care and don’t take your eye off the task at hand otherwise you could put your crowbar (or whatever) through your toe or worse.
When rebuilding, consider using better, more modern material which may require research before using it. Remember if you do the same thing, you will likely get the same result.
Volunteers can make a real difference, but you must be very clear on what you want them to do.
Believe it or not, the two bulls showed great initiative and consequently survived. Show initiative yourself and foster its importance amongst staff and students.
When you have to go, you have to go - don’t procrastinate which can be a ticket to further problems or disaster.

Related to all this is the motto crafted by Robert Baden Powell the founder of the Boy Scout movement and co-founded with his sister of the Girl Guides. A skilled soldier, he showed himself to be a creative, innovative, leader, able to boost morale exhibited in particular during his leadership of the defence of Mafeking during the Boer War. The motto of course is “Be Prepared”, an excellent motto for all school Principals in spite of their consuming reactive role that can dominate what they do. Principals must do what they can to minimise this as much as possible and allow time to reflect and be creative, otherwise the school could stagnate. The immediate is important but so is the future and dealing with that is also a Principal’s key responsibility.

Written by Chris Tudor

Principal Thoughts 2026: Issue 1

Wed, 14 Jan 2026 00:30:38 GMT

How am I Going?

The time before the school year starts with its necessary preparation, could well be spent relaxing and recovering from the previous year. There is nothing wrong with this because going into the new school year, refreshed and ready for action, is sensible. However, at some time self-reflection could well “kick” in. Such an activity is of value and will help to enhance your personal growth as a Principal.

I have Daniel Goleman’s book “Emotional Intelligence -Why It Can Matter More Than IQ” as an audiobook and was listening to it on a recent flight from somewhere to somewhere. I had experienced it before and was once again reminded of how valuable his thoughts were.

However, Daniel Goleman was the Science journalist who popularised the theory of EI with his extremely popular book. The term originated with two leading Psychologists, Peter Salovey and John Mayer who published, in 1990, the first scientific framework of the idea. The basis of it was the ability to perceive, use, understand and manage emotions. Salovey and Mayer were significant academics. Salovey became the President of Yale University in the US and Mayer became a professor at the University of New Hampshire.

Goleman notes that Mayer and Salovey invented the field of EI “when they were painting a house together.” Creative ideas can evolve in the most unexpected places, not just sitting at a desk! Incidental discussion can be so valuable, interesting and rewarding. The topic of their incidental discussion was their research on Cognition and Emotion. I sure wouldn’t want to be a politician, but the conversation of these two thinkers wandered into discussing a “polly” with the conclusion that the person in question was smart but also really dumb. They sure needed a good understanding of Emotional Intelligence.

A skill of a good academic is to draw on the ideas of others to clarify and enhance their theories. One such person whose ideas, though years old, helped the progress of the concept, was Howard Gardner who created the Theory of Multiple Intelligences in 1983. In this he included the capacity to understand others and understand the self. These two Intelligences directly influenced EI theory. I always found Gardner’s theory on Multiple Intelligences so important in my job as Principal, as it ensured that I looked at students and staff carefully to try and understand what was the nature of their diversity. “They are not so hot on “X” - don’t leave it there. The vital Question was always “what are they naturally good at?” You are lucky if someone is good at everything. Sometimes talents are hidden and require some EI to find where the “gold” is. And what about those things they aren’t so good at - can they be taught or supported to overcome or perhaps, in the case of a staff member, you may not be able to keep them.

In the early days, a senior person who worked for me taught me “Chris there is no such thing as a free lunch”.

Good ideas can become useful if they can be simplified. It is therefore worth pointing out simply the five characteristics of EI.

Empathy, Social Skills, Self-awareness, Self-regulation and Motivation

As a Principal anticipating the year, it is worth reflecting how well you tackle these characteristics. If you are good at all of them, great. If you need to move forward in one or two, work out one change /assistance you might enlist to move forward in this area. Don’t set a too ambitious goal, because it is likely you won’t do anything if you do.

Remember Emotional Intelligence is “the ability to understand, use and manage your own emotions in positive ways to:

Relieve Stress
Communicate Effectively
Empathise with Others
Overcome Challenges
Defuse Conflict

In this age, as leadership becomes less authoritarian and more relational, EI is even more important.

Written by Chris Tudor

Principal Thoughts 2025// Issue 26: St Andrew Lutheran Primary School

Mon, 08 Dec 2025 00:00:49 GMT

St Andrew Lutheran Primary School

Leanyer Darwin.

St Andrew Lutheran Primary School was the first Lutheran School to open in Darwin/Alice Springs. It opened in 1983 after a visionary and very challenging but admirable journey, which is a credit to the St Andrew Parish in Darwin and their powerful commitment to Lutheran Education. It commenced in January 1983 in rented rooms at the Pan Hellenic Cultural Centre in Nightcliff, the same facility that later housed Essington School for a period of time. In October 1985 the school moved to its new site in Leanyer which is where it is today. In 2015 the school ceased to be a stand-alone primary school and became a Junior School campus of Good Shepherd Lutheran College.

The visionary journey began in 1979. Families from the St Andrew Congregation in Leanyer were keen to pursue the idea of establishing a school. The Church Council were happy to tackle this possibility and tasked the Christian Education Committee of the Lutheran Church to make an assessment. As a result, a sub-committee was elected.

In March 1981 Pastor V Schubert arrived in Darwin and, eager about the idea, set about assisting the sub-committee to recommence the study and eventually it was presented to the Congregation in July suggesting that a one teacher, 20 to 30 - pupil school was feasible to open in 1983. This process was driven by enthusiasm and determination.

In February 1982 the sub-committee recommended to the Congregation to commence a school on the site selected in 1983. The Congregation accepted the proposal and a School Establishment Committee was elected. The acting Education Officer for the South Australia District of the Lutheran Church, Mr W Oster, visited Darwin to provide support and advice. By May the decision was made to rent 3 classrooms and an office from the Greek Community at the Pan Hellenic Cultural Centre for 1983 and the possibility of a further 2 years.

In July a site plan and staged building plan was drawn up and initial submissions to the Schools Commission of the Commonwealth Government were made. This was to establish eligibility for recurrent and capital grants. In August, fundraising commenced and donations of equipment were sought, a school policy document was produced and in October Interim school registration was obtained.

In November, Naomi Hoff accepted the call to be principal. Calling a principal proved to be a challenge, Darwin being a long way from the rest of Australia. Naomi was a real blessing as she was a highly experienced teacher who had also spent part of her career in Papua and New Guinea and so was used to being at a distance from friends and family. Interestingly many Lutheran teachers served in Papua and New Guinea. With the opening to take place in two months' time there was much to be done: application to the Schools Commission for capital grants for Stage 1, with a target for completion to be 1985. A preliminary master plan was included. An application was made to the NT Government for a recurrent grant for 1983. A School Council was elected by the Congregation to replace the School Establishment Committee.

And so it was, in January 1983, this remarkable challenge in determination and faith opened with 38 students. The two teachers were Miss Naomi Hoff who was also principal and was to teach grades 4-7 and Mrs Sue Beelitz to have care of T-3. Sue was newly married to Neville and was on her first assignment, having just graduated from the Lutheran Teachers College. The couple was so far from home which was the South Australian Mallee country for both of them. However, as is often the case distance from family and friends opens new and strong relationships. And so, it was with Sue and Neville who, when they finally left the school, and after a few years in their new home of Waikerie, hosted a “Back to Darwin” get-together for St Andrew ex-pats who had returned south. They had loved their time in Darwin and wanted to maintain the rich friendships they had made. This gathering has been repeated every year for the last 30 years, somewhere in South Australia. Unfortunately, Covid-19 prevented it in 2020. Interestingly the reunions attract 20-30, though the nucleus are those who were involved in setting up St Andrew. So often powerful relationships are formed in the Territory though to move there results initially in a major dislocation for families - though usually a new and powerful adventure.

On the 22 April the official opening of the School at the Pan Hellenic Cultural Centre was undertaken by the then Minister of Education Marshall Perron and was dedicated by Pastor V H Schubert. Later Marshall Perron was to become Chief Minister.

Mid-year 1983 Mr A Koch was appointed as principal with Miss G Nitschke as assistant to commence January 1984. In December the pioneer Principal, Miss Hoff, was farewelled.

In January 1984, the school was granted full registration, a notable achievement. The year started with 45 students.

1985 was the anticipated time for the new buildings to come on track. But in August there was great disappointment as the Schools Commission rejected the grant application for the new buildings. Limited funds were the reason given.

The school turned to the Community Employment Program for a grant of $280,000 but was rejected due to the perceived lack of appropriate labour in Darwin. If the Congregation was to take on funding it, they would need to raise a daunting $610,000. After an encouraging visit by the SA Director of Lutheran Education, Mr K Oster, and the school had a good academic report from the Regional Superintendent, the Congregation determined to raise funds and to this end allied to the Lutheran Church, SA District who offered support subject to NT Government support.

With finances approved, a Groundbreaking ceremony was held on the Leanyer site, and the building tender was awarded to local builder P. W. Baxter and Associates.

On October 28th, School was held at Leanyer for the first time. And then the Working Bs commenced for paving, flag poles, ground cover, watering systems and general tidying.

On November 24th1985, the school at the Leanyer site was officially opened by Commodore E. E. Johnston AM OBE the Administrator of the Northern Territory and dedicated by Pastor V H Schubert. For Territorians who have been around for awhile:

Mr Garry Eckermann, Chairman, St Andrew School Council provided a welcome and greetings.
Mr Tom Harris MLA Minister of Education - Address
Mr Kevin Oster, Director of Lutheran Education South Australia - Address
Mr Andrew Koch, Principal, Response.

What an amazing journey!

The following is a list of the principals who served at St Andrew.

1983 Naomi Hoff
1984-1988 Andrew Koch
1989 Chris Wilhelm
1990 - 1992 Inta Gertners
1993 - 1996 Dean Heyne
1997- 2002 Michael Bowmer
2003 -2007 Tom Leach
2008-2008 Kate Riley
2008-2008 Rachel Boyce
2009-2013 Damon Prenzler
2014-2014. Karen Koehler
2015-2015. Karen Koehler became head of School under Good Shepherd. A new era had begun.

Written by Chris Tudor

Principal Thoughts 2025// Issue 25: Kormilda College

Wed, 26 Nov 2025 23:40:22 GMT

Kormilda College

Motto: Towards Tomorrow

Kormilda College Incorporated was established in 1968 as a post primary hostel and boarding school for isolated Indigenous students. The property had been an Army Hospital in World War II and then a Qantas Transit Centre for people travelling to and from Europe. The Commonwealth Government acquired the property for education in 1967. The school commenced with 121 students from 27 remote communities in the Northern Territory. The school was initially run by the Commonwealth Department of Education and following self-government it was transferred to the Northern Territory Department of Education. In 1986 conversations commenced about Kormilda becoming an Independent School and in 1989 the ownership of the College was transferred to the Anglican and Uniting Churches and an impressive new sign was erected saying “The New Kormilda”.

At that time in Australia a number of schools were established as ecumenical enterprises of churches and Kormilda became one of these administered by two Churches through a Board of Directors appointed by them. Key positions on the board included the Anglican Bishop and the Secretary and Moderator of the Uniting Church Northern Synod. The first Board Chair was Dr Jan Hills an Anglican. The school was now not exclusively for Indigenous students but was multi-cultural and included not only boarders but day students from Darwin and surrounds. With generous NT Government support the school was impressively refurbished and a new state of the art boarding facility added. A Director was appointed to lead the initial development, Dr Peter Harris, who was very experienced at developing new schools and was also, at the time, Principal of Billanook College a Uniting Church School in Melbourne. Later Peter founded the Uniting Church National Education Committee. Peter threw his vast energy and creativity into establishing the new school which obviously meant transitioning Kormilda from the old to the new. The NT Government in handing it over provided a generous grant so that it could be refurbished. As was Peter’s creative spirit, the campus was colourfully painted and teaching areas were modernised. A large sign was placed at the edge of the property on which was carved the new title, “The New Kormilda”. Peter during his 2 Years as Director shared his time with Billanook. Peter is a man of immense energy and creativity and he flew regularly between the two schools and indeed set up a strong sister school relationship between the schools.

Derek Hunter was appointed as the first Principal. A number of teachers with particular expertise were brought up on loan from Billanook by Peter to help establish the school. Some stayed permanently.

The College through the years was able to attract high caliber Principals. Derek Hunter came from Wilderness School Adelaide. He was a fine academic and educator and the administered school well and creatively. He will be remembered for annual participation in the Darwin to Ambon Yatch race. He was followed by Stephen Kinsella who after a fine innings at Kormilda became Head of Irrawaddy Grammar School in Wollongong. Next to be appointed was Malcolm Pritchard who had founded and had been running the Caulfield Grammar Campus in Nanjing. He eventually left to head a school in Hong Kong. David Shinkfield replaced him, coming directly from the traditional Rugby School in England where he had been Deputy Head. He moved on to become Headmaster of Harrow International School in Beijing. Dr Helen Spiers, a very experienced and highly regarded Territory Educator took over from him.

Back to the early days. The NT at this stage was sailing on the crest of a developmental wave and the downturn in the early 1990s had not occurred. The Northern Territory University enrolled its first students in 1987 and quickly started exploring the International market. Darwin was indeed the gateway to Asia and looked to attracting students from there to the University and to Schools. The relationship between Indonesia and Darwin was burgeoning with a consulate set up in Darwin and an education trade office established in Kupang. Agents and offices were established through a number of the Asian and Southeast Asian countries. The New Kormilda looked towards tapping into this Asian market which was a reason why the College took on the International Baccalaureate. The late 1980s was also the time when a group of entrepreneurs were trying to establish the Darwin International Grammar School. In 1990 the Territory Government sent a delegation to an International Education Marketing Fair in Jakarta. It was a delegation of three: the officer responsible for education marketing in the department, a person from the Catholic Education Office, and a person from AISNT. This was a great example of the positive relationship between the government and non-government schools and the strong acceptance of the economic benefits which could be gained from the international student market.

From the start the New Kormilda wanted to offer the International Baccalaureate and in 1991 applied to the International Baccalaureate Organisation in Geneva for membership enabling it to teach the IB Diploma course to students in years 11 and 12. The College commenced teaching the IB in 1993. however, it continued to also offer the Northern Territory Certificate of Education which was based on the South Australian Certificate of Education. In 2004 the College added year 7 and in 2006, after a rigorous review, it became a fully accredited member of the Council of Internationally Accredited Schools, Australasian branch.

With its large population of Indigenous students, many of whom were boarders, Kormilda became known as a leading light in Indigenous education. In addition to offering the IB and the NT certificate of education in the senior years, Kormilda also became an RTO and offered a suite of VET courses. This broad curriculum provided real opportunity for all students and in particular indigenous students. In 2015 Kormilda opened a new primary school making it a K-12 school. It also opened an Early Learning Centre. All Principals were accepted as members of AHISA, the Association of Heads of Independent Schools of Australia.

By 2016 Kormilda was well recognised nationally and internationally as a high performing school. In 2010 it was registered to deliver the Middle Years Program (MYP) of the IB and was accredited with the Commonwealth Register of Institutions and Courses for Overseas Students to enable the College to accept up to 25 international fee-paying students.

Over these years Kormilda grew in an innovative and exciting way.

The first Principal of the New Kormilda , Derek Hunter, was an enthusiastic and experienced sailor and entered the College in the annual Darwin to Ambon Yatch race and from this, created a relationship with an Indonesian school in Ambon, SMA Negeri 5. The College also embroiled itself in the annual Darwin to Adelaide Solar Car challenge (3000 kilometres) and gained a good reputation for its enthusiastic participation. The College developed a strong Outdoor Education thrust giving students the chance to develop through this vital educational medium.

Kormilda has a large, impressive oval. During the time of Principal Stephen Kinsella, a keen cricketer, turf wickets were created in the centre of the ground, a wonderful acquisition for the students. Stephen was an excellent Head good with students, sport and academics. He spent years as an examiner for the International Baccalaureate. Kormilda developed well under his watch.

In 2011 Kormilda introduced the Clontarf Foundation into the College.” The Clontarf Foundation exists to improve the education, discipline, self-esteem, life skills and employment prospects of young Aboriginal men and by doing so equip them to participate more meaningfully in society.” By the end of 2016 almost 100 boys engaged in the program. That year they participated in an NT umpiring course and completed their Community Surf Rescue and CPR courses.

In 2012 the College opened its “Strong Girls' Academy” which focussed on encouraging behavioural change, developing positive attitudes and assisting Indigenous female students to complete school and secure employment. Fundamental to this, was the development of values, skills, and abilities that assisted the program participants to improve self-esteem and achieve positive life outcomes. Part of the program was to have the girls tackle the Duke of Edinburgh Award.

Over the years that it operated as an Independent School the campus developed impressively - modern classroom, workshops, worship centre and a magnificent oval with an excellent turf wicket in the centre.

In 2015 the day and residential population exceeded 640 students in years K-12. The students were representative of a diversity of cultural backgrounds with about one third being indigenous. The majority of boarders were indigenous.

In 2017 Kormilda was closed then acquired by Haileybury, a large Melbourne Independent School and was renamed Haileybury Rendall School. It adapts “the best of Haileybury’s academic, social justice and international programs to the education environment in the Northern Territory”.

Kormilda had “certainly done a sterling job” in the 28 years it had operated as the “New Kormilda”. It was an energetic, creative school that made a fine contribution to not only Aboriginal and Torres Strait Islander education but also to many, many other students from Darwin and surrounds. It had the benefit of a strong Board and a number of highly skilled Principals who were prepared to create and innovate and for the years it operated, the College had a wonderful reputation.

Written by Chris Tudor

Principal Thoughts 2025// Issue 24: History of Alice Springs Steiner School

Wed, 12 Nov 2025 00:35:00 GMT

History of Alice Springs Steiner School

Alice Springs has shown itself to be a place of creativity and innovation. People who stay and make it home absorb its beauty, treasure its community, and learn to live with and appreciate the environment which is indeed the heart of Australia. The Alice Springs people are indeed thinkers and it was from this that a small group wanting another Primary School option in the town applied to establish an Independent School which was different to the others. This school’s application was initially not approved, but in 1994 a group decided that this should be done.

Keen to make it work, the group began meeting in late 1994 to consider different philosophies.They would meet once a week at a house and discuss education. Key in this were Rod and Ali Moss, Chris and Lene Shilton, Bill and Jenny Peachy, Dave and Kaye Richards, Christopher and Sally Brocklebank. These people were principally from Eastside a particularly fertile part of Alice Springs for the generation of ideas. This group in the end became known as the Alice Springs Steiner Association.

The Association understood that people chose Steiner education for their children because they wanted a different educational experience from the mainstream. To them the philosophy of the founder Rudolf Steiner made sense.

Rudolf Steiner was a remarkable man, an original thinker who believed change was needed in education to cause change in society. He was a multitalented man with broard interests, was considered a social reformer, interested in science, architecture, agriculture, nutrition and medicine. In addition, he was deeply concerned about the environment.

Born in Austria in 1861, he was educated at the Vienna University of Technology and then studied at the third oldest University in Germany, the University of Rostock. In 1894 he wrote his notable book, “The Philosophy of Freedom.” Steiner formulated his philosophy of education in opposition to conventional German education practices of the early 20th Century. These focussed on Basic Literacy, Maths, German History and Religion. The system only allowed a small number of students to progress beyond eight years of elementary school. Contrastingly, Steiner’s schools were based on 12 years of education.

Initially the Alice Springs Steiner Association had been impressed with Montessori teaching and in fact they started an independent, private, Montessori Play Group for their children. However their study lead them to the philosophies of Waldorf Steiner, the German philosopher and educator. So, they applied to register a school, beginning a journey of faith and determination, knowing that registration would only come if they could attract a minimum of 50 students.

In mid 1996 the group opened a kindergarten on a site in the old Araluen Youth Building and in Mid 1997 the Alice Springs Steiner School commenced with grade 1.

Thus began a project of great educational pioneering, requiring families who were risk takers, believers and very hard workers, with little money, determined to provide an education for their children in which they truly believed. The school became known for its adherence to its philosophy but adapting it to the Alice Springs environment. Massive working Bs - many of them - took place. In fact, they continued for years providing a truly unique environment in which their children could learn. Money was very short, those that could afford it paid fees in advance, but the parents did have their labour, which cost no money but provided plenty of sweat. So, not only was the area landscaped, vegetable gardens tilled, plumbing installed but all the school furniture was built and school necessities like playground equipment - all by that willing, pioneering, group of parents determined to produce a creative non- institutional environment with lots of character. The early teachers were paid minimally, and they had to be real pioneers. But there was to be no rest as the school added a year level each year.

It is wise for me to pause for a moment. I was in Alice through this dedicated development of a school, and admired the Steiner Group’s determination, persistence, their courage, and sheer hard work which to me was beyond belief.

The Northern Territory Government supported the establishment of the school which appreciated the help and encouragement from the Non-Government Schools’ Policy Officer Mr Brian Chase.

The site at Araluen was only temporary, so the School looked for somewhere permanent. A site was considered on Kurrajong Drive, but this was not possible. The group at this stage felt quite dispirited but eventually a site of 5 acres was found out at Raginassi Road. Mal Crowley was wonderful in helping obtain this site. The school was now going to move forward. Nothing was to be wasted so the Araluen School Room, a demountable, was trucked out to this new site of 5 acres.

The school faced on going challenges. As with all Alice Schools Staff were hard to employ, particularly those who had a Steiner understanding. Money continued to be a challenge, and not all found the concept of a College of Teachers, a Steiner traditional approach to school leadership, manageable.

To provide funds for the school the leading group decided to open an alternative /health food shop and so “Afghan Traders” was born. This successfully provided much needed money for resources for years. What a wonderful, enterprising initiative once again relying on “Steiner goodwill.”

The process of ongoing development was exhausting. Chris Shilton held the dual roles of Council Chair and CEO for 4 years which kept the ship on a steady course. However, the meeting of government requirements, including those of incorporation, was not always easy particularly using the full consensus model of Steiner decision making.

But pivotal in the development was to ensure the school remained true to its Identity. The main point of consideration was whether the school was a Steiner School of Alice Springs and its environment or was it a school in Alice Springs which was based solely on Steiner’s Teaching. It seemed that the former was a better fit.

The children of those early pioneers have moved on. However, the hard, relentless, punishing, and labour of true dedication and love, was so necessary in making the school a reality. The enormous risks were not without their personal costs, but those pioneers can truly say “we did it!”

The school reached a stage where a modern form of governance was necessary. Under the leadership of parent Libby Prell such board was established which was acceptable to government in these changing times. This form of governance continues today.

Schools are exciting but challenging, they can be all consuming, but they truly provide opportunity for the new generation. Alice Steiner students have made good use of these opportunities. Enriched by their Steiner start they have gone on to tackle an exciting variety of careers, have reintroduced the sound of strings music into Alice, have produced good academics, school captains at Alice schools, sportspeople, artists and craftspeople and people who are considerate and compassionate.

Today the School offers a high standard of kindergarten and primary education. In 2019 the school commenced secondary education. “Each class and classroom is unique, colourful and decorated with nature and the students’ works of art and craft. Class sizes are small and the children are cared for and nurtured as individuals.” At present the school has reached year 9 and intends going further.

“The philosophy at the Alice Springs Steiner School is to educate the whole person intellectually, artistically, socially and morally, so as to develop each students’ innate self-discipline and strength of body and will.”

“The school nurtures a rich and welcoming community life which includes the annual Autumn Fair, seasonal festivals, craft groups, specialist committees, playgroups, lectures, workshops and other activities suitable for all members of school families.”

In 2020 Dina Feik was appointed Principal. Dina was an ideal person to move the school forward as a Steiner School. She had spent her teaching career in Steiner schools in Australia and overseas. Furthermore her own parents were involved in Steiner Education as well. Having an excellent person at the helm, steeped in the Steiner tradition as a leader is a rarity, and more so being in an isolated town like Alice Springs. The school is undertaking a new building project. It is always interesting to see such planning in progress particularly when it aims to keep faith with the Steiner philosophy which Dina is very particular about.

To me a districts Independent School offering is not complete without a Steiner School. The three towns I relate to, Alice Springs, Darwin and the much smaller town of Mansfield in the Victorian High Country all have Steiner Schools, all doing different but interesting projects. To get the best out of Steiner it is important that the leaders really believe in the Steiner Philosophy. I admit that having seen the Alice Springs Steiner year 6 class graduate to using fountain pens fired up my own enthusiasm to resurrect my old school fountain pen from the 1960s and what delightful satisfaction this produced. At St Philips we enrolled many students who had graduated from their Primary Years at Alice Springs Steiner to embark on a successful secondary career at St Philips.

In conclusion it is interesting to read what the Steiner Association writes: “Steiner education is known for providing a sound and practical basis for working with children, enabling them to find their creativity and become free individuals who can think for themselves, make their own judgements and find their own purpose and direction in life.”

After 5 years at the helm Dina as decided to move on. She threw her heart and soul into the school and made a vast difference to this special Alice educational community.

Written by Chris Tudor

Principal Thoughts 2025// Issue 23: History of Nyangatjatjara College

Wed, 05 Nov 2025 02:06:59 GMT

History of Nyangatjatjara College

On Saturday August 9th 1997 Nyangatjatjara College opened its doors.

In 1995, September, Sandra Armstrong wrote the following which appeared on the front page of the program for the official opening and dedication of the college:

“Our office is talking about getting a school here, in the middle, to overcome this aching for home. We think this is good and right. As our children get bigger and older they have a school to go to. One that will be there for our children and our grandchildren’s children. We’re getting this growing. We were talking back in 1991 and now it’s happening, and we’re getting happy making this high school.”

Schools that arise to serve their communities often begin their journey with listening, not bending the message to suit another agenda but listening with a true purity of purpose. Such listening must cut through other cultural understandings if they are irrelevant, ignore bias and avoid the trap of slipping into what might have been done before, a state which often seems comfortable and less risky. For listening may lead to something which is entirely different and indeed untried.

And so it was that Nyangatjatjara College began its journey to produce a proposal for the Nyangatjatjara Aboriginal Corporation. Bill Davis was working amongst the Pitjinjarra people, as he had been for years, knew them, spoke their language and had their trust. He heard that education was important to the local people but they were keen that it should be two way. Children would be educated using their own language as well as English. Local customs and understandings would be taught and cultural mores respected. He and Laurie Gorman, who became Executive Officer of the Nyangatjatjara Corporation, were engaged to produce the Proposal to develop Nyangatjatjara College.

In September 1995, Charlie Walkabout, who was the Chairman of the Nyangatjatjara Aboriginal Corporation wrote the following:

“And we ask: “School! What for? Well it’s to learn English so it’s as good as what the White Fella speaks. The next wave of children should have English. Perhaps a Minister (of Government) might come, it’s no good someone like me, someone ignorant, or like my old father. No! We only know little bits of English. The kids must learn it fully so if the big Minister comes from Canberra he can be talked to properly. It's no good using (English) words you learn from drinking wine, all that yelling and swearing, you can’t use that - that wouldn’t be understood”.

The local people recognised that for such a school to be developed there was the need to engage the help of understanding white people who understood the complexity of “white fella” requirements, including funding, where to gain support and meet the various regulations.

Laurie Gorman wrote the following which also appeared in the program for the opening of the College.

“Establishing Nyangatjatjara College has been the most satisfying experience of my life.”

He also noted “that only by working simultaneously on all three fronts, that is by developing quality initiatives in Education, Enterprise and Employment, will there be a sustainable economic future for the people of this region.”

The vision of the school was clear in Charlie Walkabout’s mind in October 1995:

“So, we have these three main communities. We put the high school in the middle. Say the boys have come in first, after five weeks the girls come in, then the boys have another turn then the girls. Like that. This will prevent the girls becoming with child by strangers then to run away, that’s what happens otherwise. This way the parents are close and “wrong - way” relationships won’t develop. And that’s all I’ve got to say, my friends.”

Charlie’s anxieties are clear but the plan provided answers to these and a possible way forward.

The College was opened on 21July 1997. It started with one building and grew to multiple temporary buildings at four campuses based on the communities it served. The first Principal was Lillian Claire Howard. Her words appear in the Opening brochure:

“I am enjoying the opportunity to be involved in a creative process with the primary purpose of providing educational services to the young people of this region. It is a great opportunity for us to provide education which matches the needs and aspirations of the people. I have, like my Aṉangu counterparts, great expectations for this new school, which is today just a baby, but which will provide a comprehensive secondary education with a focus on vocational education for all young people in the central region. I look forward to working closely with Anangu to see their dreams become realities.”

Laurie’s work in bringing to fruition the plan for the College was thorough and convincing. All the various challenges were overcome and it was accepted by both the Federal and NT governments, resulting in their financial support.

Sadly Laurie Gorman tragically died at Angas Downs NT August 1998 whilst on a College trip. He was aged 47.

However the College continued to develop. After Lillian Howard, John Amadio, from South Australia, took the reins. He was experienced in Aboriginal education. In true pioneering style his accommodation was a caravan. It was obvious that the first buildings at Yulara were not sufficient and new ones needed to be built. John maintained a close relationship with AISNT recognising the importance of good networking in a young, remote, developing school.

A new Yulara campus was developed, architecturally designed and opened by the Hon Dr Brendan Nelson in 2005 while he was Federal Minister for Education, Science and Training. In 2002 the College had received a Commonwealth Grant of $2,480,000 for this project which was also during Dr Nelson’s time as minister. The buildings presented very well and the opening was a major event hosting many guests from elsewhere in the NT and interstate.

The College provides secondary education across three remote communities. All the students are Aṉangu and most are Pitjantjatjara first language speakers. The College is the only secondary education provider south of Alice Springs in the NT.

The four campuses of the College are Yulara, Kaltukatjara (Docker River), Imanpa, Mutitjulu.

Docker River is extremely remote. It’s estimated population is about 420. It is 230 km from Yulara and 670 km from Alice Springs.

Imanpa is a community 272km south of Alice Springs and 187 from Yulara. It has a population of about 220. the dominant language is is Pitjantjatjara. However, Arrernte, Luritja, Warlpiri and Yankunyjatjara are also spoken.

Mutitjulu is located 24 km from Yulara, has a population of about 350 and lies within the boundaries of the Uluru - Kata Tjuta National Park. The secondary students travel by bus everyday to the Colleges central campus in Yulara.

Ian White took over the reins in 2002 and remained until the end of 2003, when Bev Clarke took over.

Ralph Folds became Principal in 2006 He was a very experienced aboriginal educator and ran the College in 2006. It had fallen on difficult times and he left before the end of the year.

The Government conducted a review of the College and then asked Yirara College to take over the administration of it under the direction of Mark Doecke Yirarra’s Principal. Russell Erlandson was appointed Vice Principal but not CEO. He left before the end of 2007. Gail Donaldson was appointed to replace him.

In September 2008 management of the College was handed back to the local Board of Directors. However Yirara continued to be the service provider with Mark Doecke as Principal and Gail Donaldson as CEO. She left the position at the end of 2008 with Colin Baker replacing her.

Robyn Jorgensen was appointed CEO at the start of 2009.

In 2010 Mark Doecke left Central Australia to become CEO of Tiwi Collegate and was replaced by Brian Clancy in 2011.

Chris Harvey became Principal of Nyangatjatjara College in 2011and contributed a valuable term of 8 years, providing important stability and growth to the College which had seen several short term leadership appointments. During his time extensive improvements were undertaken including plans for the continued improvement of staff accommodation. The Docker River Primary School, which had previously been run by the NT Department of Education was acquired for the College. Aware that networking was vital for the Principal of a remote school Chris Harvey, during his time, was active in AISNT. He contributed greatly to the organisation serving time as the Association’s Chair and as a member of the National Board of Independent Schools Australia.

The next Principal was Mike Tucker who led the college for six years.The College was fortunate to have Mike Tucker as the next CEO of the Corporation and Principal of the College. Mike is a highly experienced educator with experience firstly in Queensland, then in Aboriginal Education in the remote Kimberley where he was Principal of Kulkarriya Community School. He is also the immediate past Chair of AISNT and served on the National Board of Independent Schools Australia.

The mission of the college was clearly outlined by Mike Tucker as follows:

“To educate these talented Aṉangu students to be confident young adults with foundation in a strong identity and willing participants in family and community. At the same time, these young people develop the skills and attributes to participate fully in the economy and the broader society.”

The College strives to maintain the high expectations of the Communities to see their children and grandchildren educated for a modern world with foundational knowledge of both worlds. This idea of two-way learning is the glue that binds these two worlds together. Looking backwards towards traditional knowledges and understandings at the same time as looking forward in the future based world of different thinking.

The College strives to send students out into the broader community as independent, strong Aṉangu adults who will be respectful models in their communities. This will be accomplished through their confidence, leadership and cultural understanding. They will be confident in their ability to operate with "a foot in both camps” with traditional Language and English and be able to share and articulate the appropriate aspects of Anangu culture and participate in the Australian economy through employment and enterprise. The image of our finished students is complete and balanced”.

The College sits within a broader Aboriginal Corporation under the Office of the Registrar of Indigenous Corporation (ORIC). The Principal holds the dual roles of CEO of the Corporation and Principal of the College a very challenging undertaking.

To run a complicated operation like Nyangatjatjara College requires someone with special skills. There aren’t many who have these and the appropriate experience, but Mike Tucker was one of these. He had a vision, understood how to work with indigenous people, was patient, hardworking and respected. He used initiative, coped sensibly in a crisis, and there are those, and knew how to create success.

At the conclusion of 2024 Mike Tucker retired from the position. His 6 years had provided important progress and stability. He had taken on the complexity of the Nyangatjatjara structure and worked tirelessly with it. Managing schools across many kilometers is a seemingly impossible task but Mike and the successful heads took the task front on. When staff were concerned about travelling the remote distances Mike set the example by doing it himself. Of course Chris Harvey was prepared to do the same. This gave the staff confidence which was necessary to enable the school to run. Both spent many hours on the road to support staff in the remote communities.

Also important for the success of this very remote school was the willingness and confidence to use initiative and to make wise but bold decisions. Requiring senior support staff person with diverse skills Chris Harvey took the wise opportunity to create new positions in leadership and employ staff who were experienced in their field and prepared to take initiative and act.

The people who have made lasting contributions to the college are the ones who are prepared to listen, reflect and act on what they have heard.

When looking at the history of Nyangatjatjara College it is worth noting the original understanding of Bill Davis who knew without a shadow of doubt that listening was paramount if a school was to be successful. Success for students can be achieved through relationship with the local people, by listening to them and by understanding them - not just thinking that understanding had been achieved when it hadn’t been but by genuine, empathetic, reflective, understanding.

Written by Chris Tudor,

AISNT Historian & Principal Liason

Principal Thoughts 2025// Issue 21: Living Waters Lutheran School - History of AISNT

Mon, 08 Sep 2025 05:39:19 GMT

Living Waters Lutheran School - Alice Springs

The Lutheran Church has traditionally been enthusiastic about their involvement in education, priding itself on caring for its Lutheran Congregations throughout life, from the cradle to the grave and of course this definitely means schools.

In the early 1980s members of the Alice Springs Lutheran Congregation began to talk about setting up a primary school which would provide good education and sound Lutheran teaching. The Pastor of the church at that time was Rev Peter Thamm. Peter had just arrived, and it was mentioned to him that there was to be a move at the annual meeting for the Parish Community to consider starting a school. Peter set up an Investigation Committee with David Stokes at the helm.

The idea sparked much debate, surveys and research into how other congregations made their decisions regarding starting schools. The congregation of the Church was kept informed and people became involved in the idea. Finally, the decision was made to proceed, with the Investigation Committee became the Steering Committee, with David Stokes the Coordinator.

There was a requirement to gain permission from the South Australian District of Lutheran Education and the Church Synod. At the time South Australia had other schools planned so permission took some time.

The Northern Territory Government supported the decision and meetings with the two senior local officers, Earl Watter and John Wauchope, of the NT Education Department took place almost weekly. Fortunately, both were members of the Lutheran congregation at that time. In addition, the Commonwealth Grants Commission were extremely helpful.

The NT Government helped secure a block of land for the school in Larapinta, which initially seemed quite far from town. A photo of the first sod being turned on a hot, windy day shows the site was truly in the bush. Despite this, the Government's offer was accepted. Soon, the surrounding area began to grow into the suburb of Larapinta, reflecting the Alice Springs boom of the 1980s.

Alice Springs is a place of beauty but contrasting this is that it is also a tough and harsh environment. David Fiebig’s comment on the ceremony held for turning the first sod, describes typical Alice. “It was a very unimpressive prickly paddock, and a very windy day. The wind blew nearly all of the soil off the shovel that Garry Stoll was using to turn the sod before Pastor Peter Thamm could complete the Blessing”.

Like many low-fee Independent Schools, Living Waters rose to the challenge of securing Government support, and crafting a plan that balanced ambition with affordable. At that time The Northern Territory Government was supporting the development of non-government schools and provided helpful funding. Devon System built Homes of Adelaide were engaged, and a suitable design developed. The building was to be an appealing transportable and it was transported in four pieces up the Stuart Highway, part of which was unsealed and chaotically rough. Then the endless working Bees of dedicated people, putting in fences, paving, putting in grass all to make it work but keeping the cost down. Peter Thamm recalls how the building arrived in sections: “one moment there were a few footings and within days we had a brick classroom and administration centre.”

The official opening of the school took place on May 17, 1987, even though the school had been operating since January 28. Pastor Tom Reuther who was in charge of Lutheran education, came up from Adelaide to officially dedicate the fledging school and the Administrator of the NT, Commodore Eric Johnson arrived from Darwin to perform the opening.

Few young people have the privilege of being present at the first day of their school. But January 1987 gave 25 students in T- 4 that opportunity in the raw landscape of their Central Australian “red field” site guarded closely by the majestic MacDonnell Ranges which tirelessly kept watch over this fledgling school. Alex Pollitt who is now a teacher at St Philips in Alice Springs, commenced year 4 on day 1. “The smell of fresh paint and recently laid carpets. Everything was new: desks, chairs, the blackboard, and of course us. We were the first and even at the tender age of 9, I was aware that this was something special.”

Enrolments grew from 25 to 45 in the first year and by 1990, when Nevin Nitschke took over as Principal they had risen to 120. In December 1993 the school farewelled those who had begun in transition in 1987 and by then numbers had risen to 188.

Indeed, few parents have the chance to send their children to a brand-new school with all its dreams and exciting prospects. It required courage and foresight on their behalf to entrust their children to a new school and faith in the start of a very important and dynamic dream.

Living Waters commenced with two teachers, Mrs Carolyn Camilleri who taught T1 and T2 and Miss Joan Schmaal who taught 3, 4 and 5. Miss Schmaal was appointed the inaugural principal. Mrs Dawn Ebert was appointed as the teacher assistant. Pastor Peter Thamm, the Lutheran Minister was also significantly involved. He writes “I loved taking school chapel with parents present”. Living Waters began as a school encouraging engagement.

In 1988 Peter Hassold took up the position of Principal. Staff for the year were Joan Schmaal, Carolyn Camileri and Janine Carter. in 1989 Dianne Klingberg and Sheryl Wagenknecht were added.

Schools starting out are often small and very fragile. They depend on staff being willing to multitask and to give beyond the call of duty. Dedicated parents are vital and “troopers” such as Gary Bastin, mentioned by Peter Hassold, who would give sacrificially of their time to help develop the grounds, were indeed gold. Living Waters had a good number of willing workers. An example of the enormity of the volunteer work which had to be done is described by Gary Bastin in the ten-year Anniversary Magazine. “It was 1989 and the Stage Two classroom block had been completed and needed to be landscaped for the opening. There was therefore a race to pave the entire area surrounding the new block. Chris (Gary’s wife) had me out of bed by 7am on a hot summer’s morning and off to school to do my duty.” There was no money to achieve this without willing volunteerism. Such an experience is found in so many of our schools throughout the NT. And indeed, the whole area was paved “on time and within budget”.

Some other tasks included: erecting play equipment with crowbar and shovel, erecting posts for netball and basketball rings as well as preparing the site for the caretakers demountable. Alice Springs people know that the ground in summer is as hard as steel. Another endless task in Alice Springs, if plants are to grow, is putting in dripper systems and continually maintaining them. Living Waters, like many of the new Independent Schools in the Territory were low fee schools and were able to access sufficient money to build the buildings but not to landscape and develop grounds. This demanded volunteer labour and money raised by Parents and Friends Associations. Ralph Hutchins notes that in 1987 the “P&F used to meet on Sunday afternoons at the school with thirty-plus adults and at times, an equal number of children. In the early days, the friends of the school were as strong in their participation as the parents. Meetings would start or finish with all hands to the tools, working on the school grounds and followed with afternoon tea.”

The development of the school was exciting but only made possible through the vision of its community, enthusiastic and inspiring leadership, a great dedication to the cause and a huge amount of hard work. It would be a mistake to think that this initial injection of enormous activity would start the school and then “that was that”. If the school was to succeed, it required ongoing energy and commitment. The task of transforming an idea into a living breathing entity was fraught with risk.

A strength of Independent Schools is enhanced by the returning of old scholars to the school to work. This has happened at Living Waters.

The school has developed and changed with the Alice Springs Community. Recently, its present Principal Lisa Goldsworthy set about making a major change to its learning program taking on board a range of modern thinking. This shows the maturity of the school as it sets out to serve the community in the best way possible.

Written by Chris Tudor

Principal Thoughts 2025// Issue 20: The Essington School - History of AISNT

Wed, 03 Sep 2025 04:09:21 GMT

The Essington School

Motto: To Strive, To Seek, To Find

The Essington International School Darwin is a co-educational, non-denominational, parent-run school that has served the Darwin community for over 40 years. It was born from the vision of local parents seeking a distinctive educational experience for their children. From its enthusiastic beginnings, Essington evolved in response to the community’s changing aspirations, guided by both committed parents and visionary school leaders.

Essington’s roots trace back to a Montessori playgroup established in 1985 at the Darwin Showgrounds. It later became a Montessori preschool at the Nightcliff Scout Hall, grounded in Montessori principles emphasising play, sensory learning, and individual development. In 1990, it transitioned into a primary school at the Old Greek School in Darwin. While not strictly Montessori, the school retained strong philosophical influences, including self-paced learning, student choice, and holistic development.

Graham Webb, Chair of the Board, played a pivotal role in Essington’s establishment. Having previously worked on the Darwin International Grammar School project, he brought deep local knowledge and a belief in individualised education. When that initiative lost financial backing in 1988, Webb and others redirected their efforts to support the Montessori School. On 1, January 1990, Jan Ryan became the first Principal but departed after Term 1. Gail Barker, from the preschool, was appointed Head Teacher and led the school for much of the next decade.

Under Gail’s leadership, Essington remained small and personal, with tailored programs for each student. Classes were capped at 20 and organised into multi-age “family groups,” fostering peer learning, social development, and a strong sense of community. This wellbeing-focused model encouraged students to learn at their own pace through activities that nurtured individual strengths.

In 1993, the school relocated to the former Rapid Creek Primary School, opposite the Greek Hall. A Middle School was added in 1997, allowing students to continue into secondary education. As the school expanded, Anne Mauger was appointed Principal in the late 1990s, followed by Gail Barker once again.

Essington’s Board operated under a community school model, with elected members actively involved in governance. Regular workshops ensured stakeholder engagement and collaborative decision-making.

Throughout the 1990s, Essington embraced innovation. Gail Barker, an active member of AISNT and its Board, led the school’s involvement in national and international conferences, including PAPE and NCISA in Alice Springs. She also connected Essington to the Global Connections International Organisation and the European Conference of International Schools. Encouraged by Peter Harris, Gail pursued membership with Round Square. In 1998, King Constantine of Greece and Executive Director Terry Guest visited Essington and were impressed by its commitment to holistic education. The school became an Associate Member of Round Square.

Essington was among the first Territory schools to introduce laptops to Middle School students. In 1999, Gail transitioned to AISNT as Assistant Executive Director, and Cheryl Salter served as Acting Principal up until David Cannon was appointed.

David brought experience from Xavier College and Kingswood College in Melbourne. He recognised the popularity of the Montessori preschool and advocated for continuity in schooling through to senior years. Under his leadership, the Rapid Creek Child Care Centre was acquired, offering before and after school care with transport to campus, an innovative solution for working families.

David’s entrepreneurial spirit led to the creation of a school radio station, a flying course for students, a robust music program, and a partnership with Cambridge University to offer the Cambridge Certificate of Education. To accommodate senior secondary expansion, he secured space at the under-utilised university campus, which proved highly successful. The school was renamed The Essington International School Darwin and became CRICOS registered to welcome international students.

David’s national and international profile grew. He was named a Fellow of the Australian Council of Educational Leaders, a Life Member of the Australian College of Educators, and served on several national boards, including the Australian Primary Principals Association and the Australian Council for Private Education and Training. His broad engagement enriched Essington’s strategic direction.

He worked tirelessly to improve the school, even proposing a GP practice on campus. In 2018, David took extended leave due to ill health and did not return, concluding a remarkable chapter in Essington’s history.

Brian Keneally succeeded him, providing stability for nearly four years before passing the baton to Karen Rohrs, an experienced international school leader from Hong Kong. Karen’s pedagogical expertise significantly shaped the school’s next phase. Paul Nyhuis followed, continuing Karen’s initiatives with infectious enthusiasm. Notably, Paul’s father had previously served as Principal at Marrara.

Today, Essington maintains a strong reputation and remains a popular choice within the Darwin community.

Written by Chris Tudor

Principal Thoughts 2025// Issue 19: Journeying with Our Community

Mon, 25 Aug 2025 00:12:15 GMT

Journeying with Our Community

I was sitting in a cafe having a coffee with a former student, now 23, who had finished his double degree and completed some interesting travel. I asked him about his journey and engaged in actively listening to him. I felt that I had done some journeying with him; not with my boots but with my ears and my brain as I enjoyed engaging with his story. If you listen to someone, show you value their story, engage in conversation about it , then you will have clearly valued them and their journey.

As Principals we have lots of “Journeying” to do, not only with former students, but present students, and parents. We can’t “Journey” with everyone and hopefully our staff endorse a culture of “Journeying” and really engage in it.

I love visiting the bookshop in Mansfield in the Victorian High Country which presents as a good old fashioned softly lit shop, but stocked with such a variety of wonderful books, suitable for people of all ages and interests. My older grandchildren love going in there and finding books which are meaningful for them. They are indeed children of the “screen” age but nevertheless still love the smell and feel of a precious book.

Recently my eyes spied a new book, copywrite 2025, by Harrison Christian called “Darwin on the Beagle”. The Darwin/ Wedgwood family were creative and interesting, and my grandson had great interest in Charles Darwin because he knew he was related to him. Darwin had to break free of expectation, particularly from his father, to eventually enable him to pursue his enthusiastic interest in the Natural World for which he became famous, with the City of Darwin being named after him as indeed is our Northern Territory University.

Darwin’s father Robert Darwin was a medical doctor as was his famous Grandfather Erasmus Darwin, a true man of the Enlightenment with skills in medicine scientific research, poetry, philosophy, physiology, inventing, and as a slave trade abolitionist. He was a member of the famous Lunar Society of Birmingham. It was not surprising that Robert Darwin, a large and imposing man, wanted his son to study medicine. Charles started the study to please his father but disliked it. Convincing his father that he wanted to change, his father thought he could go into the Church to become an Anglican Clergyman. He commenced this study but it was not really the journey he wanted to take. He desperately wanted to be a scientist discovering all he could about the natural world. It seems to me that Dr Robert Darwin was instructing his son on what career he should take rather than “ journeying” with him with empathy and letting the value of his son’s interests foster his understanding of the direction his son wanted to take. More listening, less telling at that time would have been helpful.

Having mentally “bagged out” Dr Robert Darwin in relationship to his son, I re-read the particular pages and realised I hadn’t been entirely fair in what I had written as will be explained in the next paragraphs.

Charles had been offered the opportunity to join a Naval Expedition to circumnavigate the world calling into many countries where his passion for observing nature and collecting specimens for future study could be realised. The ship was to be “The Beagle”, commanded by Captain FitzRoy. Charles’s father poured cold water on his son joining the expedition, partly because it would not enhance him settling down as a clergyman. Indeed, he had a range of other concerns as well. Obviously, Charles was bitterly disappointed. Then Dr Robert regrouped and said, “if you can find any man of common sense, who advises you to go, I will give my consent.”

Well Charles consulted his favourite uncle Josiah Wedgwood II who was highly respected by Dr Darwin, his brother-in-law. Josiah was the son of Josiah Wedgwood the famous entrepreneurial potter who had also been a vibrant member of the Lunar Society and Josiah II, like his father, had diverse creative interests. He thought the voyage would be a wonderful opportunity for Charles and spoke to Dr Darwin accordingly. It is at this point that my respect for Dr Darwin rose. To check his thinking he had consulted with someone he could rely on and then, after hearing the considerations, and thinking about them, was prepared to let Charles go on what was to be a journey of a lifetime, setting in place Charles’s lifelong and famous career.

A wise Principal will assess when it is worth getting another reliable opinion from someone respected and trusted. In some respect Charles’s father did eventually journey with him. Yes, sometimes you have to have the courage to reconsider a decision, which a good Principal is always prepared to do.

Being a good Principal is an intense people career. Though good administration is necessary, a Principal will not be successful unless they have an understanding and love of people and a never-ending interest in them. School architecture has a role to play in this. Building a grand structure may be the desire but it will not be successful if it doesn’t “speak” positively to the students and staff in the school.

A school which values “Journeying” will be a good school where people will really feel they belong and can strive to reach their potential in areas of their interest. It is always wonderful to catch up with former students and hear about the Journeys they have taken.

Principal Thoughts 2025// Issue 18: Good Schools are an Example of Community

Wed, 06 Aug 2025 00:52:51 GMT

GOOD SCHOOLS ARE AN EXAMPLE OF COMMUNITY

Some schools project well the important value of community, some are on the journey to being a sound community and some have a mission to develop community. What is of value is that the school regularly promotes to both the staff and students the value of community. The Press regularly presents the world as being divided and lacking community and this will be a presentation seen regularly on by most students. Some students also live in a world of conflict and dysfunction and are denied a modelling of community. Such students may be denied the opportunity of seeing a positive community in action if indeed they don’t attend school. For most parents there should be little excuse for their children not to attend school and parents or guardians who fail in this are often sadly condemning their children to a life without much opportunity.

Through many years of teaching I have heard heaps of excuses, most not “cutting the mustard” and most relating to negligence. We all know there is good money to be made working in the mines, but if a person can’t read, then operating a machine in a mine which usually requires reading signs is not an option. To allow a non-reader to operate a dangerous machine will likely put themselves at risk and also others. This also relates to many other jobs which provide an income.

At last notable members of the community are starting to show concern about devaluing the study of the Humanities in Australia particularly History. Simply if a society doesn’t have knowledge of the negatives of history and ideas as to why they happened, then Society is condemned to the same thing happening again. At present there are numerous examples of History dangerously repeating itself and of society suffering as a result. Governments have openly promoted the study of STEM, Science, Technology, Engineering and Mathematics which indeed is good and have moved to encourage students to take up these courses at University providing a benefit through their HECS payments. This week I read that a number of thinkers lead by our famous author Tim Winton lobbied the Federal Government to not leave students studying the Humanities at a real disadvantage, projecting that their choice of study was unimportant. On “Late Night Live” a few days ago I listened to presenter David Marr interview the Professor of History at Canberra University who explained there was no longer a subject called History at the University.

David Marr, an Historian himself, expressed concern and asked how she could be Professor of History when there was no such subject. She said that today she simple lectured in Public Policy. What a shame, and I’m sure the great Historians of my vintage such as Professor Ian Turner and Geoffrey Blainey would be devastated. I studied Economics, but one of my majors was Economic History a subject which had great bearing on the state of the world at whatever period was chosen and understanding it had such a tie up with human nature. Also, where would we be without skilled, thoughtful creative writers who can in fact change society with their craft whether it be a novel, news article, play or research paper.

I’m not against the promotion of STEM. There are good scientists in my family, a heap of competent engineers and some really good Mathematicians. They all have an important place in society but so do the historians, philosophers, sociologists, writers, geographers, musicians and artists etc., etc.,etc. A constructive, progressive community should aim for a balance in all the disciplines. Comments such as “Why would you study for an Arts Degree” are based on ignorance. An Arts degree will help a person think critically, express themselves well and generate creative ideas.

I have great respect for our long term Patron, the late, the Honourable Austin Asche AC KC, who was reading, discussing and developing his knowledge and understanding right up to his last. He was a man of vast wisdom and an acute understanding of our society. In “2008 at the Teacher Excellence Awards presented by AISNT he delivered his first “Teachers on Top” address.

A paragraph in this which has always stood out in my mind is the following:

“To recognise teacher excellence is to recognise the future. For nothing is surer than that, in the vast technological and scientific changes occurring almost every day, the nation that falls behind on education, falls behind in the welfare of its peoples. It is a dangerous thing to fall into the third world and very hard to get out if one does. And not only technical skills are needed. The Arts are there to assure we have alert and intelligent citizens capable of conversation beyond texting, judgement beyond slogans, and initiative beyond blind guess. Today’s gathering is to help us understand that we have the teachers and the will to achieve such things.”

To miss out on school is to miss out on so much that is essential to living in a community. It helps to emphasize this to students and staff. And schools will benefit from a teaching staff who have a variety of skills. As a society we must acknowledge the wonderful skills of our teachers and the enormous effect they have on Community. So much is to be gained by schools promoting the value of community.

Chris Tudor,

AISNT Historian & Principal Liaison

Principal Thoughts 2025// Issue 17: Principals are Leaders

Tue, 29 Jul 2025 01:50:22 GMT

PRINCIPALS ARE LEADERS WITH A CHALLENGING TASK

Principals are leaders. Regardless of the time or the circumstance the Principal is the leader of the school. There may be tough times when, as a Principal, you wish you weren’t leader of the school. It is during these times you may be lucky enough to have a Deputy who can be a wise confident and in any case hopefully your Deputy is always a supporter of you. It is also helpful if you have a Board Chair who can be another confident, who is a good listener and who may be able to make useful suggestions. However you as the Principal are in charge of the daily operation of the school. If the Board Chair decides they want to be in charge of the day to day running of the school, disaster is likely to follow. The Board Chair is responsible for the Governance of the school and the Principal must be able to work effectively with them. The staff must see the Principal as the person who appoints them and to whom they go, not the Board.

Good governance is vital in all organisations and as the Principal you should be aware of all the issues facing the school. In my understanding the Principal, as the CEO, should attend all Board meetings. Personally, I can’t recall a Board meeting I didn’t attend, unless it was to discuss my salary or terms of appointment. Being excluded from Board meetings sets up a climate of mistrust which is unhelpful and counter-productive.

Understanding Governance is essential for a Principal. I had members of my Board keen that I become a member of AICD - the Australian Institute of Company Directors. Eventually I did join and benefited from their expertise in Governance. As the CEO the Principal should play a key part in a Board and not simply sit there silently. Whilst the Board has carriage of the School’s Strategic Plan they should always be looking to the Principal for their vision and ideas. A Board should be concerned if nothing is forthcoming. A Principal, whilst necessarily an administrator, is a leader and leaders should have good ideas as to where their organisation should travel. After all, nobody will know and understand the School more than the Principal. I recall the story of a Board Chair asking a question of the Principal about the financial situation, which the Principal couldn’t even approximate an answer which was a very unfavourable response and was treated accordingly. I believe a Principal should be always pressing the Board with their ideas and ways of achieving them. Mind you, in my early days I received short shift when I went to the Board with creative ideas that were not well considered. I soon rectified that. The Board must have confidence in its Principal.

In reporting to the Board the Principal should make it aware of any risks. Two of these would be if they have had to expel a student or dismiss a staff member. Obviously the Principal would usually inform the Chair first, most probably discussing the issues before acting. There are often financial implications with a dismissal.

The relationship between the Principal and Chair is so important. They should work together for the benefit of the school. The Principal and the Chair falling out can produce a real crisis, as indeed if the Principal and the Board fall out. One would expect that if the Principal and the Chair are working well together then all will be OK with the Board. If it is not there is also a real problem, not easily solved. A principal having experience on another Board can be really important though it is not always easy to acquire.

I know this is not favoured by all Boards but I feel 6 or 7 well prepared and constructed Board meetings a year should be sufficient, if the Board has an effective committee structure. Preparation for meetings is time consuming and a Board surely doesn’t want the Principal and Business Manager spending their lives preparing for meetings and not leading the school. I’ve been on Boards that have monthly meetings and I think that is far too much. It is important that preparation for meetings is excellent. Between meetings Committees are there to do their work. Too many meetings and it is possibly hard to get people to commit to the board. Capable people today are often time - poor.

The role of Chair is a special one and demands a large commitment. I benefited from having lunch with my chair weekly. We could discuss important issues, education in general or simple talk about the affairs of the world, but always ensuring we had an effective relationship. Whilst staffing was my issue the chair would be keen to know about the morale of the staff.

Over the years I was fortunate to develop my understanding of the various roles in an organisation. I was Chair of AISNT for 17 years, Independent Schools Australia for 3 years, Somerville Community Services for 9 years. I leant how important, but taxing the role of Chair was and the significant responsibility it carried. It is a position not to be taken on lightheartedly. An organisation has to be careful about pushing a reluctant person into that position because someone else can’t be found.

I want to change tack a little. The wonderful Jesuit Head Chris Gleeson SJ who has authored several books, notes in his book “Spring Boards” the comment made by Napoleon Bonaparte on leadership which set my mind going.

Here it is: “A leader is a dealer in Hope.” Ultimately Napoleon was a dictator (Emperor), so he didn’t have to be answerable to a Board. But he did carry the fate of thousands of men in his hands. I guess we as Principals perhaps carry the Hopes of our school communities in our hands. We are not just blindly educating but doing what we can to foster and honour the hopes of Students and Parents and in this we are educating for the individual. The saddest memories I have was when I felt we failed in this.

An important part of my role as Principal was the Pastoral care of staff. A happy staff is likely to be an effective staff. Staff must trust you and you must be prepared to understand, if possible, their point of view. I had a strict policy to always support staff in their careers. If someone had an opportunity which meant they were leaving at an inconvenient time, I never made an issue of it but congratulated them and wished them well. It was essential that you provided a listening ear to hear about the aspirations of staff.

There was a move (not at my school) during my time for the leader of the School to be a business person/administrator. I thought it was a terrible idea. The focal imperative of schools are people - students, parents, teachers, other staff and the community as well and the prime purpose of schools is education, good, solid, appropriate education, led by an excellent educator not simply an administrator. The Principal’s prime role is education and if this is not a 100%, moral will go down and there will be trouble.

An old Business Manager I had much to do with, who had been BM of an elite Victorian school, always used the old-fashioned title of Bursar. He said that this title had emerged from monastic times when the Bursar was the person who ensured that the Monastery was well provided for. The Bursar was seen as the “Father of the Monastery” the Father being traditionally the “Provider.” I was fortunate to have him do some locums at St Philips. Imbued with this philosophy this Business Manager was there to ensure that as much as possible what I wanted to do as Head and what the Board wanted to achieve was as humanely as possible and creatively provided for. He was not the Principal, he was the Provider. I loved the way he would deal with challenges creatively: “It won’t work this way but if we do A, B and C we can make it happen.”

Yes, indeed Principals are important leaders in our community. Their role should be respected and not belittled in any way. Communities that respect their schools are surely at an advantage over those that take their schools for granted. So those that respect their Principals will be at an advantage. It is a tough job but there is no denying it is a wonderful one.

Chris Tudor,

AISNT Historian & Principal Liaison

Principal Thoughts 2025// Issue 16: A New Page, Screen & Initiative

Tue, 22 Jul 2025 03:00:51 GMT

A New Page, Screen & Initiative

Most importantly, best wishes for a wonderful Second semester!!!!

A new Semester/Term has started for most and it is an opportunity for “Newness” to be profiled: New Start, New Page, New Screen, New Intentions, How to do it Better, How to be Better. The challenge of such Newness is to not do something for a day or a week but for it to add constructively on how we permanently do things. It is not good to start the term with just “where was I?” Of course, that concept of Newness can also be applied to the start of each day - “I’m going to do it better than yesterday.” This reflective but effective approach to the “NEW”, used wisely, is what Generates Constructive Progress. The introduction of the “New” without Constructive, Creative, Reflection can be disastrous so “CCR” really must be done and not avoided. Unthinking, impetuosity should be avoided. However, Inspiration should never be crushed but it is always wise to apply the “CCR” test to it.

The meaning of words is important for educators, but getting the right meaning is not always easy and the wrong meaning can lead to unfortunate action. The daily news is full of such difficulties. “Valuable Newness” can be readily tied to “CCR” and “Initiative”. Initiative is a favourite of mine and I considered it should be encouraged in Principals, Teachers and Students. So what is it?

Some Definitions worth considering are:

The ability to judge what needs to be done and take responsible action.
Cambridge: a new plan or process to achieve something or solve a problem.
Oxford: a new plan for dealing with a particular problem or for achieving a particular purpose.

When training school student leaders at my weekly meetings, emphasising Initiative was a favourite of mine. You can’t be a good leader without having the capacity to take Initiative. For a number of years, I would show the senior student leaders the wonderful movie on Sir Ernest Shackleton which is loaded with relevant examples of great Leadership and use of Initiative.

In 1914 Shackleton, with a crew of 27 sailed for the Antarctic. The Expedition was termed the Imperial Trans - Antarctic Expedition. The Ship unfortunately became trapped in the Pack Ice in the Wendell Sea off Antarctica and eventually sank on the November 21, 1915. Interestingly an example of fine Leadership, Initiative and Persistence was the finding of the Endurance on March 5, 2022, nearly 107 years after she sank, by the search team Endurance 22. She lies 3009 metres deep, well preserved and is designated as a protected historic site and monument under the Antarctic Treaty System.

Back to November 1915. Shackleton and his crew drifted with the ice Northward until it began to break up. They then boarded three open lifeboats and sailed a terrible 7 days to reach the uninhabited Elephant Island. It had been 497days since any of them had set foot on land. Once there Shackleton organised the fitting out of one of the lifeboats, the “James Caird” and set sail with 5 men through the wild Antarctic waters to South Georgia where there was a whaling station, a journey of 1288 kilometers. It took them 17 gruelling days. On reaching South Georgia they crossed the treacherous mountain range, a feat lauded by modern mountaineers, before they reached the whaling station. There they set about finding a suitable rescue ship. After several failed attempts they rescued the men off Elephant Island. On 3 September 1916 all 28 men arrived in Chile - no-one was lost. This is one of the greatest examples of Leadership and Initiative the World has seen. Not to lose a person is a miracle in itself and consequently people have discussed how this could be so. Such a discussion is also valuable with students. Initiative, Determination, Creativity, Constructive Reflection.

Related to this and the role of Initiative and Leadership must have a safety valve. This is when it is time for a natural Leader to fall back into Supporting someone else “out front.” Throughout my career I have seen people who have been capable leaders but aren’t able to move into the Support role. This, in the long run, damages and limits their ability to lead. In the early 1980s I did the wonderful Bushwalking and Mountcaft Leadership Certificate, a necessary qualification if you were wanting to take students into Alpine areas.

As part of the training, we had to do a full simulated search for some lost hikers. We were each given a part to play and strict instructions not to deviate from the part allocated or it could undermine the effect of the simulation. Playing the particular part gave you a good idea on how that role should operate and therefore increased your understanding of the process. One of the participants was given the role of radio operator but he wanted to be the group leader. He was clearly peeved about it and sadly did a terrible job as radio operator. How ridiculous! He would never make a good leader because he wasn’t happy taking on a Support Role when necessary. For some reason such people see this as an affront to their character. This is not the only time I’ve seen that, and it is usually both dangerous and embarrassing. One’s role as a number 3 or number 10 can be extremely important and should be taken on willingly. When teaching a subject, I was always willing to be under the leadership of the Head of Department and doing that well was always a good example to staff. Leadership training must emphasise the importance of being lead. If you can’t be lead you will have difficulty leading.

During my career I have witnessed that not everyone has good Initiative. Such staff will do as they are required but are not able to create even when they have the licence to do so. And so it is with some students. Exercises and Encouragement to use Initiative and Creativity are therefore really valuable. Challenging staff and students with such tasks as “if I can’t do it this way, what is another way.” Good creative teaching demands such thinking because the students will likely learn in different ways.

So, the semester starts with a New Page or Screen. Profile this.

Add: New Intentions, Doing it Better, Being Better.

Make it Permanent.

Remember CCR = Constructive, Creative, Reflection

Initiative is Vital.

Set out to understand why Sir Ernest Shackleton was a great leader and saved ALL his men.

Written by Chris Tudor

Welcome Back to Semester 2!

Sun, 20 Jul 2025 06:40:22 GMT

�� Welcome to Semester 2 ��

Term 3 is here—and with it, a renewed celebration of the commitment, care, and collaboration across our Independent School communities. From the students eager to grow, to the families walking beside them, to the educators and leaders shaping tomorrow—thank you. You are the heartbeat of quality education and community-driven governance.

Whether you're stepping into a classroom or leading from behind the scenes—your impact matters. Let’s make this term a reflection of what strong, inclusive education looks like.

Principal Thoughts 2025// Issue 15: Nawarddeken Academy

Sat, 14 Jun 2025 03:09:36 GMT

History of AISNT: Nawarddeken Academy

“Our Academy and community will work together to make our kids strong in both Bininj (Indigenous) and Balanda (non-Indigenous) learning, so that when they leave the Academy they have the knowledge, skills and confidence they need to make good life choices.”

It is a vision, captured for purpose, that is often the primal force behind the establishment of a school. And so it was with the creation of Nawarddeken Academy, situated in the Kuwarddewardde (stone country) upon the Arnhem Land plateau. The Warddeken Indigenous Protected Area borders this spectacular landscape and is home to 36 different clan groups.

It was the famous painter Professor Bardayal Lofty Nadjamerrek AO who established the Manwurruk ranger program at Kabulwarnamyo from which evolved Warddeken Land Management Limited (WLML). This was an impressive development as it pioneered Australia’s inaugral carbon project. This innovative undertaking enabled traditional owners to live and work on their country. For several years children had to be left with extended families in larger towns, such as Gunbalanya and Maningrida to access education. These were more populated and complicated communities with other issues, while their parents worked away on the project on country. Professor Bardayal Lofty Nadjamerrek his wife, children, Elders and parents dreamed that one day there would be a local school for the children from Kabulwarnamyo. The families of the Kuwarddewardde people were happy there, safe from the challenges of the larger settlements, with the enjoyment of being on their own land and the opportunity of meaningful work, particularly the ever important rangers, who were charged with the responsibility of effectively caring for the land and running the innovative carbon project.

The desire of the families, who chose to live and work at Kabulwarnamyo, was for a school. So, the Elders and People lobbied hard for it. However, it was not to be. Their dream was of “two - toolbox” education to make their children strong in two worlds - Bininj and Balanda.

At this point it is important to emphasise that a school at Kabulwarnamyo `was part of the offering that would support the really important carbon project by not only keeping families together but by practically engaging students in work, vital indeed for climate challenge and providing an opportunity for students to have a worthwhile job when they left school, so growing the next generation of land custodians .

The project itself is fascinating. Aboriginal rangers burn the country at the end of the wet when the ground is damp and therefore the burn is slow and cool. The burn promotes vibrant new growth so that the carbon generated by the burn is well and truly eclipsed by the growth. This enables the community to receive carbon credits which are sold to industry which is searching for suitable offsets to their own carbon creation. The money raised then helps finance the community and the school. Importantly the children are not distant from it but amongst it. So Narwarddeken Academy is indeed a School born of fire.

The solution was therefore to be found in establishing a school. The local people knew that to have effective teaching, schooling would need to be for five days. The continuity of schooling for all children is vital in producing acceptable outcomes. In addition, this school would provide a unique opportunity for Elders to teach young people on country through songs, stories, bush food and local art all as an important part of the program. So, this would provide the unique opportunity for Elders to engage with young people on country. The school could be housed in a simple structure, supervised by a carefully chosen board of local people and a small number of co-opted members with significant business and educational experience, and a capable head teacher with competent staff who understood Bininj ways.

And so Nawarddeken Academy moved onto the drawing board and vibrant, creative energy was generated. In 2015 with the support of Warddeken Land Management, the Karrkad Kanjdji Trust and Gunbalanya School, the Nawarddeken Academy was established at Kabulwarnamyo. It was notable as it provided, as hoped for, “two-toolbox education” for children who were of school age.

In 2016 an Early Learning Program for pre-school children was established, well supported by local women which also provided training and part-time employment for them.

In 2017 the Nawarddeken Academy Limited (NAL) was registered as a wholly owned subsidiary of WLML. The board was established and in December 2018 the school gained Independent School Registration.

The school is located in West Arnhem with the main town being Maningrida. This isolated town plays an important role in the area-

population 2518 (2021). The town is also known as Manayingkarirra or Manawukan. It is 500km east of Darwin by air and 300km north east of Jabiru. It is on the North Central Arnhem Land Coast on the Arafura Sea, on the estuary of the Liverpool River. The town, as a service centre has a school, health clinic, multiple food outlets, two supermarkets, service station, arts centre, crèche, sealed runway airport with daily flights to Darwin and a 25-meter swimming pool.

The distance from Maningrida to Kabulwarnamyo by road is 138.2km.

The Academy explains that, “an average school day begins with literacy and numeracy, integrated with science, history and geography guided by the national curriculum. Throughout the day students focus on cultural learning activities, guided by the community and “bush trips” that take advantage of the unique natural environment and cultural setting in which the school is situated”. They are receiving what “our old people before us taught us”. The school has developed as planned in this unique setting.

Nawarddeken’s first CEO was Shaun Ansell, who at the time, was also the CEO of Warddeken Land Management. Shaun’s leadership was instrumental in the development and growth of both Warddeken and Nawarddeken.

An important aspect of the school’s success is the stability of the first and very capable Principal, Olga Scholes, who has been on this journey since 2016 and became CEO after Shaun’s departure.

She is a fine educator and leader and for these schools, in isolated areas, to have a leader who is prepared to provide good continuity is so valuable. She is always looking at ways of improving the school’s offering and performance and has a deep understanding of the local people combined with that of being Principal in a very remote area. She has a wonderful gift of being able to work effectively with the local people.

Impressive is the school room itself which has a canvas roof, no solid sides, a testimony to the determination to get the school up and running. Teachers who are very dedicated also live in smaller but similar structures.

Dreams can come to life - wouldn’t Bardayal Lofty Nadjamerrek be so proud and pleased with what has been achieved.

Understanding the Objectives and Guiding Principles of the school is vital in understanding Nawarddeken Academy as a place of learning. The following is from the Academy’s website.

OBJECTIVES

Empower young people to be strong and confident in both knowledge systems and who have the capacity to become ambassadors internationally.
Preserve Nawarddeken languages and culture through bilingual and bicultural experimental learning.
Promote intergenerational education where communities share learning experiences to conserve indigenous knowledge and languages.
Develop clear pathways for young Indigenous people of West Arnhem Land that match their aspirations and the aspirations of their families.
Support the social, cultural, emotional and physical wellbeing of every child.

GUIDING PRINCIPLES

Respect, and the ability to integrate customary modes of learning guided by our old people with a “western” educational curriculum.
Facilitate a unique curriculum based on our land, language and culture, using formal and informal teaching and learning approaches; emphasising mental and physical health, while cultivating respect and responsibility.
Incorporate flexibility, enabling continuous improvement and positive responses to changing circumstances.
Access all available technology to overcome the disadvantage of our geographical remoteness, and to ensure our resilience.
Recruit, support and retrain high quality staff underpinned by strong leadership and competent governance.

With the initial School being located at the small community of Kabulwarnamyo, a ranger station, two other small communities which were also ranger stations, Manmoyi and Mamadawerre were keen that schools be started in their communities.

In 2021 Independent School registration was granted to each of these projects and towards the end of 2021 the two schools, which are campuses of Nawarddeken Academy Limited, were opened. The ceremony was held at Kabulwarnamyo and amongst those who attended were Eva Lawler the NT Minister of Education and Jason Clare the Federal Minister, highlighting the importance of these developments.

With an Early Learning Program, three schools registered to teach full - time education for a number of years, the next step was logical. Secondary School was required for those students whose families dream for them to graduate on country. In 2024, NAL submitted an application to register a secondary school. Nawarddeken Academy Kunmayali School was registered at the beginning of 2025, offering the Northern Territory Certificate of Education subjects so that students don’t have to leave their families to be able to finish year 12.

The 4 Schools now have 9 permanent teachers and 9 Bininj teachers. The school caters for around 60 students. There is one Principal and CEO for the four schools, Olga Scholes.

Part of the schools’ administration is located in Darwin which enables it to have access to facilities which are important for the appropriate administration support to be provided to the four schools. This model has been very effective.

How exciting it is that this is taking place on the remote Arnhem Land plateau in the spectacular stone and gorge country in an area that is the home for 36 different clan groups. Students are responding well to the offering of bicultural schools where Bininj and Balanda teachers deliver a curriculum around the Kuwarddewardde Malkno or the Stone Country Seasonal Calendar aligned with the Australian Curriculum. The three campuses of the Nawarddeken Academy are delivering what the Elders and Community members decided when they sat down originally to discuss what they wanted a school to deliver.

The Nawarddeken Academy Model is very effctive and has already been used to successfully establish some similar small schools in the neighbouring Djelk Indigenous Protected Area (IPA). In 2022, traditional owners from Djelk IPA approached the NAL Board for support to start a new company to do this work. With the administrative support of NAL and financial backing of KKT the Homelands School Company was established and has submitted registration applications for 3 independent schools located on Homelands within the Djelk IPA.

Once something is pioneered successfully it gives others the confidence to establish something themselves. The huge challenge is to plough the first field and then watch the seeds sown come to life.

Written by Chris Tudor

Principal Thoughts 2025// Issue 14: Tiwi College

Thu, 05 Jun 2025 00:15:59 GMT

History of AISNT: Tiwi College

Melville island is a beautiful location situated 107 kilometres from the capital of the NT, Darwin. It is part of the Tiwi Islands , is located in the Arafura Sea and is the close neighbour of Bathurst Island, separated by the narrow Aspley Strait. It’s population is 1030 with the largest settlement being Milikapiti which has a population of 559. The other major community is Pirlangimpi which has 500 people. The main community on Bathurst Island is Wurrumiyanga which is the largest Tiwi community of 1500 people. There are 9 smaller uninhabited islands.

Tiwi people have occupied the islands for at least 40,000 years. In 1978 control of the islands was transferred to the Aboriginal Traditional Owners through the Tiwi Aboriginal Land Trust and in 1978 the Tiwi Land Council was founded. In 2008 the Tiwi Islands Shire Council was formed as the local government area.

The Tiwi people are famous for their sport particularly AFL football and have produced a number of famous Australian players including Cyril Rioli and Michael Long. The people are talented artists with their work being sent all over the world.

The Tiwi Land Council Elders wanted Tiwi College to be built at Pickataramoor as it was not inside the larger communities but central to all three. The school is located in what the locals call “Peaceful Picka”. It is isolated from the rest of the islands’ communities. Students are weekly boarders and are therefore able to be involved in 24-hour learning before being returned to their homes for the weekend. Students are picked up and transported to the school by the College staff.

After a challenging process the long-term dream of the Tiwi people was realised in 2008 with the establishment of the College. This was undertaken by the NT Christian Schools who took the project on enthusiastically including turning their building group at Marrara to construct some of the facilities needed. In May 2010 it was officially opened by the then Governor - General of Australia Quentin Bryce.

After two years under the administration of the Christian Schools the Tiwi people decided that they would like to govern the school themselves, so the present governance structure was established where the School is governed by the Tiwi Education Board. This is comprised of members of all eight “Countries” which comprise the Tiwi Islands, each having a representative on the Board and is bound by the Tiwi Education Board Incorporated Constitution and the Northern Territory Associations Act.

Accommodation is really important for the College. While at the College students are housed in Family Group Homes under the care of houseparents who manage this part of the education program. This helps address the issues of retaining students and developing a western /social understanding of life skills which are necessary for fulfilling adult life.

The mission of the College is presented in its web site:

“With Leadership and Guidance from Tiwi: our College community uses a holistic approach to develop key knowledge and skills required for vocational choices with happy, rewarding and healthy lives. Our College has the ability to improve the lives of the young Tiwi via an intensive, caring approach. We ensure that our education balances the strengths of the Tiwi with the knowledge and skills required in a Western workforce.”

The College program is well structured. This is outlined by the College as follows:

“Our first half of the day is strictly devoted to literacy and numeracy. In the afternoons other subjects are taught, especially the more tactile subjects, which are the strength of many Tiwi. We focus on sport, art, music, dance, horticulture and cooking. Our “after school” programs are also regarded as part of schooling and therefore reported on.”

Classes are divided into boys and girls which meets cultural expectations. There is a primary class, middle school boys, middle school girls, senior young men, senior young women. The College has established an Academy. This is a “holistic program, using sport as an engagement strategy for the young athletic Tiwi to improve attendance rates, leadership qualities, self-discipline and emotional wellbeing”.

Tiwi College has a strong link with Scotch College in Melbourne. Scotch annually hosts about 16 boys and 3 teachers from the College. During their week in Melbourne the boys are billeted by year 8 families, attend school with their hosts and visit a number of Melbourne notable sites. Part of the visit includes an annual football match, Tiwi verses Scotch. As part of the program a group of Scotch boys will travel up to Tiwi College, later in the year as part of a cultural immersion program.

It is not easy to attract a Principal to an offshore school such as Tiwi, though the school to function properly really needs a special person who not only deeply understands education, but particularly as it relates to the Tiwi people. The Principal must be able to work wisely with the board and relate really well to teachers and students.

A really successful Principal was Ian Smith who held the position for seven years from 2011 to 2017. It is valuable to consider why Ian was so successful. Firstly, he knew the Tiwi people having previously worked at Xavier Catholic College, Wurrumiyanga f or two years. This knowledge was really valuable and produced a sound understanding of the people. When the Principal’s position came up a few years later the Tiwi were keen that he apply. They clearly thought that he would understand them, listen to their ideas and have the right influence on their children. They were fully aware that he respected them and was prepared to listen. So, Ian was appointed and thus began a very fruitful 7-year Principalship.

Ian was wise in the staff that he chose. He and the Tiwi Education Board recognised the importance of sensible competent staff to run the student accommodation. They found that Pacific Islanders were particularly effective at this and were well liked by the students. Everyone knew that if the school was to be effective the students needed to feel safe and happy. Ian understood well the importance of listening to the Tiwi community, of setting out to implement their vision and of being strong in his leadership. Obviously, continuity of good leadership in Aboriginal Communities is vital.

Authentic leadership of an Aboriginal Community School is very effective. The Community want to know who the Principal truly is as a person and be able to trust them knowing that they will do the best by their children. Knowing that the Principal really respects them, their vision and their children is an important ingredient for a school to be successful.

Because the school is an Incorporated Body, an essential state if it is to receive the “life blood” which is government money, its board has to have a good understanding of appropriate governance. AISNT has played a constructive role in ensuring that this has been developed. Of course, part of this is to ensure that the School has an understanding, effective and conscientious Business Manager, one who will present information in a ready, friendly way - which helps them make well informed decisions. The school has been fortunate to be served by such a person.

So, Tiwi College serves the community well with a Board determined to promote its vision and the many challenges that a school has in providing a good education in the local environment of its students, always seeking to provide good and loyal staff dedicated to the Community’s Vision, to the students and their success.

Written by Chris Tudor

National Reconciliation Week: Nyangatjatjara College

Mon, 02 Jun 2025 05:32:34 GMT

National Reconciliation Week: Nyangatjatjara College

Nyangatjatjara College delivers education to Anangu students across Central Australia, with campuses located in Imanpa, Kaltukatjara (Docker River), and Yulara. All three campuses offer secondary education, while both Imanpa and Kaltukatjara also provide primary education. Our students speak Pitjantjatjara as their first language.

We work in close partnership with our three communities, fostering strong relationships to support two-way learning—both on Country and in the classroom. Our curriculum integrates core academic foundations with a strong emphasis on cultural knowledge and learning.

We are proud to collaborate with key community organisations, including Uluru-Kata Tjuta National Park (UKTNP), NPY Women’s Council, and MacDonnell Regional Council. These partnerships provide students with valuable opportunities to engage in programs focused on land management, health and nutrition, and other initiatives that reflect the priorities and strengths of our communities. We have also established the Pitjantjatjara Driving School in partnership with IRSA helping students learn driver safety and obtain their licences.

A key focus at Nyangatjatjara College is digital literacy. Using Virtual Reality and digital classrooms, students gain practical, future-focused skills that support pathways to employment and enterprise.

National Reconciliation Week: Dhupuma Barker College

Mon, 02 Jun 2025 00:58:01 GMT

National Reconciliation Week: Dhupuma Barker

Dhupuma Barker was established in 2021 through a partnership between the Yolŋu community of Gunyangara and Barker College, fulfilling a promise to bring high-quality education that celebrates Yolŋu culture, language, and identity. Operating from FaFT (Families as First Teachers) through to Year 10, the school provides a continuous and culturally rich learning journey for Yolŋu children. It revives the spirit of the original Dhupuma College (1972–1979), a symbol of self-determination and two-way learning. Today, Dhupuma Barker stands as a living example of reconciliation in action—bridging past and future through genuine partnership on Yolŋu Country. Country is the first teacher. Gurruṯu (kinship) and Rom (lore) guide the learning on Country. At Dhupuma Barker, Yolŋu Matha is elevated alongside English, and students learn from both classroom teachers and Yolŋu co-teachers—the keepers, speakers, and owners of language and culture. This approach reflects a deep commitment to two-way learning, where both knowledge systems are respected, allowing students and community to walk proudly and confidently in both worlds.

Dhupuma Barker stands on the shoulders of giants—visionaries whose political voice, cultural authority, and unwavering commitment to justice continue to shape the school’s purpose. Members of the Yunupiŋu family, alongside other Yolŋu families and leaders, have long used politics, art, activism, education, and music to advocate for identity, equality, and excellence. Their legacy lives in the Yirrkala Bark Petitions, in landmark land and sea rights cases that reshaped Australian law, and in the global reach of Yolŋu music and artistic expression. This deep well of strength and clarity fuels the daily work of Dhupuma Barker. The curriculum is driven first and foremost by community priorities, with the Australian Curriculum serving as a vehicle to ensure students demonstrate the skills, knowledge, and understanding needed to thrive. One student at a time—and collectively as classes, a school, and a family—Dhupuma walks the path laid by these leaders, with pride in culture and a steadfast commitment to a more just and reconciled future.

Dhupuma Barker is now building a permanent campus in the heart of Gunyangara. Overlooking the football oval and the harbour, embraced by Country, community, and culture, the new school is a powerful symbol of resilience. As the saying goes, the rock stands strong against the tide—just as Yolŋu culture and excellence have endured for millennia. The djamarrkuḻi (children) are the heart of the community, and this new space reflects their strength, spirit, and potential. Past students of the original Dhupuma College walk alongside current Dhupuma Barker students—bridging generations to ensure a future that is strong, proud, and true. Dhupuma Barker continues to honour its promise to walk both ways with courage and clarity, making education the pathway to truth and reconciliation.

Nawarddeken Academy: Bridging Now to Next

Fri, 30 May 2025 01:01:02 GMT

Nawarddeken Academy: Bridging Now to Next

Nestled in the Warddeken Indigenous Protected Area in West Arnhem Land, the Nawarddeken Academy was established in 2015 at the behest of local Indigenous elders It began as a modest one-teacher classroom under a tarp in Kabulwarnamyo. Today, it has expanded to four registered independent schools, including the recently inaugurated Kunmayali Secondary School in 2025. This growth reflects a profound commitment to delivering bicultural education that harmoniously blends Western academic learning with Indigenous knowledge systems, languages, and seasonal cycles.

“Bridging now to the next”, the Academy's curriculum is deeply rooted in the Kuwarddewardde Malkno (Stone Country Seasonal Calendar), offering students experiential, place-based learning that celebrates Indigenous culture and traditions. This approach not only enhances educational outcomes but also fosters a strong sense of identity and pride among students. Community involvement is integral, with local elders, rangers, and families actively participating in the educational journey, ensuring that learning is both culturally relevant and empowering. By equipping students to navigate and contribute to both Indigenous and non-Indigenous worlds, the Nawarddeken Academy stands as a beacon to develop the next generation of our custodians, nurturing the leaders of tomorrow while honouring the wisdom of the past.

Being the season of Yekke, it’s the right time to do cool burning on country. Two of our senior students, Andrick and Tyson explain in Kunwinjku, the safety equipment that one needs to do this important job.

Yipirinya School – Bridging Now to Next

Thu, 29 May 2025 00:46:41 GMT

Yipirinya School – Bridging Now to Next

Yipirinya School , located in Mparntwe (Alice Springs), was founded in 1978 by Town Camp Elders who wanted their children to receive an education that respected & included their own languages and cultures. At the time, no schools were doing this. The Elders fought for a school where Aboriginal children could learn in their own way—strong in culture & language, and strong in the world of today.

Today, Yipirinya is still one of the only schools in Australia teaching in four Aboriginal languages— Western Arrernte, Warlpiri, Luritja and Central Arrernte—alongside English. Our students learn language, stories, knowledge and traditions passed down by our language teachers and elders, while also building skills in literacy, numeracy and technology. This is what we call “two-way learning,” and it is at the heart of our approach. It helps students walk proudly in both worlds—with deep cultural strength and a clear path toward their future.

Reconciliation is part of everything we do. Our staff come from many backgrounds and work together with respect, care and a shared purpose: to give our students the best chance to succeed, while staying connected to who they are. We are one of few schools in the world to teach 5 different languages.

One way we are “Bridging Now to Next” is by exploring the creation of a Student Representative Council (SRC). This would give our students a stronger voice in shaping their education and environment. It would also be a space where the Leadership Team can hear directly from students and where students can develop skills in leadership, confidence and decision-making. Being heard is not only a part of reconciliation—it’s how we teach respect, responsibility and being a lifelong learner, our values that has guided Yipirinya throughout its history. To progress as a schooling community, we have to hear the voices of the future. Our values help guide us every day and bridge a better future at Yipirinya:

Be Respectful (Antarnte arrerrtyeke/ Ntarnte arrentyeke/ Antani tjukaru/ Warra warra kanyi)- We listen, care for one another, and show pride in our culture and community.
Be a Learner (Akaltye irretyeke, Kaltye irretyeke, Nintirrku tjaku, Pinarrijarriya) – We stay curious, try our best, and grow through everything we do.
Be Responsible (Mwerre anetyeke, Marre netyeke, Palya nyinantjaku, Ngurrjurlu nyinaya) – We take ownership of our actions and support each other to do what’s right.

Yipirinya continues to grow, led by the same vision that built it: Aboriginal children learning in ways that honour their identity, their families, and their future.

Principal Thoughts 2025// Issue 13: Opportunities, Opportunities

Wed, 28 May 2025 05:11:27 GMT

Opportunities, Opportunities

Yesterday I spent the day watching the Central Australian Eistedford. It is now in its 38th year, run by volunteers many of whom have been a driving force for years so that it is able to happen in a most professional manner. It was a day for the primary schools, and I was thrilled to watch these youngsters take this opportunity available to them to gain skills and most importantly confidence. I was really pleased that 3 of my grandchildren were taking part. It was memorable that two of them were the sole competitors in a section, so it was two cousins competing against each other which was a good, valuable experience.

I watched the 9 and under “prepared reading” and enjoyed the 36 youngsters strutting their stuff. I was so impressed with the adjudicator who was positive to all the students when summing up a section, even though there would be only a handful of awards. After each section he gave useful advice on how the youngsters could improve. Happily, I also embraced some of his comments!

Never too old to learn.

It is a pity that The Darwin Eistedford no longer exists.

As I was watching the performances I was also thinking of a way to keep the word “opportunity” front of mind. It is so easy to miss opportunities because they often don’t register as such. It may be a happening but may not be seen as an opportunity. The well-known identity of James Bond came to mind - 007. It is well used, well known and easy to remember. Yes, “0” is for opportunity, another “0” is for another Opportunity and the number seven itself is known to be related to positive things. “7” appears positively in a number of religions. There are indeed seven days in the week; there are seven continents; there are seven colours in a rainbow and there are seven wonders of the world. I think this colourful jumble of ideas is a good way to remind young people to look for and embrace opportunities.

It is also a good way for Principals and Teachers to remember to always take appropriate Opportunity to focus on the Positive.

During the week I was a guest at a Boarding House dinner. The Head of the Boarding House was establishing a tradition of a special dinner mid-week where student achievement could be profiled at a meal that was clearly special. He had six awards which were to be given to students who had deserved them for kindness, room presentation etc. However, with each award he profiled several other students who, whilst not winning the award, were signalled out for their positive achievements as well. Many of the students play sport in town teams and this was an opportunity to profile a number of their sporting achievements. Setting this up as a weekly event provided good regular opportunities for positive recognition of students. It was not hard to see the wave of pleasure float around the dining room.

The Head of Boarding of course has an advantage in that he has worked at several schools and has made his career in boarding He is an excellent professional.

As the year wears on there can be a danger for Principals and Teachers to wear down and take the negative line rather the positive. Being a Principal is a good game but without doubt a tough one. It is probably useful to suggest that you have a greater chance of being positive if you are taking care of yourself and not becoming dangerously exhausted. I must say, that when I moved into that shadow, I found decisions harder to make and there was also a greater chance of making a bad one. Most Principals will be keen to avoid making a bad decision if possible. It, however, is likely to happen at some stage but minimising such an unfortunate occurrence is obviously high on a Principal’s agenda.

007! Opportunity, Opportunity, Positivity. Being a good Principal requires creativity, ability to solve problems and critical thinking.

Being Creative is a very satisfying part of the Principal’s Job. Such thinking will have a chance of enhancing the school, making it better for students and staff. Lack of creative thinking will result in a school eventually stagnating and probably teachers lacking creativity as well. Students will then not respond as they should to the school. I loved the creative side of the job right up to my retirement - thinking, analysing, scribbling, drawing, planning, gathering opinions etc, etc. and on one occasion walking backwards, planning a new room and then crashing over a large boulder, cutting my arm on the protruding mica- yep 17 stitches; but the planning had been tackled.

Though it could be irritating it can be of benefit having a discussion with someone you know doesn’t agree with you. There are some journalists whom I refuse to read because their opinions are well away from mine. This morning, I read some articles of such commentators and was glad that I had. They presented arguments I hadn’t thought about, and I added to my thinking from their point of view. Everyone who is a teacher should be encouraged to think critically as should the students at whatever level is appropriate to them. Through my 42 years as a teacher I was confronted with so many ideas, presented as the “latest and greatest.” Some were, but some proved to be a disaster, despite the stated evidence presented. Yes, Principals must always be prepared to think, analyse, consult and then make a decision based on their critical analysis and thought. A decision may even be underpinned by the fact that it “doesn’t feel right.” Like many I’m aghast at the world at the moment and the way many people are prepared to acquiesce to obviously really poor ill-considered ideas.

A poor idea won’t in the end be positive and will not enhance the climate of the school.
Similarly in cricket the person batting may get away with not playing a shot for a few balls but eventually will be bowled out.
A netball goal shooter cannot receive the ball and continually not have a go at shooting a goal. They will lose their place in the team.
A Principal is employed to lead and make decisions. If they can’t make decisions, they will not survive.

So … remember 007. Think big and critically, be creative, be positive, foster opportunities and have the courage to act.

Written by Chris Tudor

AISNT National Reconciliation Week: Mäpuru Yirralka College

Wed, 28 May 2025 01:06:02 GMT

AISNT National Reconciliation Week: Mäpuru Yirralka College

Reconciliation at Mäpuru Yirralka College is embraced by two-ways recognition and respect. Mutual respect being the underlying and guiding principle leading the early moves in 1974 to establish the Mäpuru school. Below is a snapshot of how we, at Mäpuru live reconciliation together.

1. Continuous Residency on Ancestral Estates

Since the beginning, we Yolŋu have never left our ancestral estates around Buckingham Bay in NorthEast Arnhem Land and beyond. Mäpuru community members are determined, despite great hardships, to remain on our ancestral estates, to retain authority and agency, to make the best decisions for our children’s lives, their education and futures.

We the peoples of Mäpuru past and present are determined to achieve a school and hold fast to our Elders’ Vision of ‘self-determined lives of dignity on ancestral estates’.

‘Only when we are living on our ancestral land do we have the authority to make decisions about our children, our lands and our futures. The school is ours, the Elders and land custodians, we are the right people to make the decisions.’ Jonathon Djapinybuy 2016

2. Eldership and Cultural Safety

All Mäpuru community members are highly supportive of our school, Yolŋu and Balanda. Together we work with one mind and in good faith. Our Elders guide us, they hold the authority and wisdom, and together with community members are active in all aspects of the school’s operation. This includes curriculum and educational program development, direction and teaching, student well-being, and school maintenance.

The concept of Cultural Safety underpins all that is done to achieve our Vision, ‘self-determined lives of dignity on ancestral estates’ at Mäpuru Yirralka College. Cultural safety seeks for there to be ‘no assault on a person’s identity’. Cultural safety aims to create an environment that is ‘safe for people’ in terms of ‘who we are, and what we need’.

Cultural safety is met when self-determination, social justice and reconciliation move beyond rhetoric and become reality.

This leads Yirralka Education to follow the way of an active passion for self-determination, social justice and dignity restoration.

3. Learning To Respect Each Other’s World Views

The College implements our vision through a bi-cultural (Yolŋu and Western) and bi-literacy (Ḻiya-Wolmamirr Djambarrpuyŋu and English) education learning program into schooling that takes place on Yolŋu land. The College listens closely to all community members and the yothu-yindi of our Wobulkarra, Guyamirrilil, Ritharrŋu, Ganalbiŋu, Munyuku, Ḻiya-Ḻänmirr Gupapuyŋu land custodians and others who together form Yirralka Education.

The curriculum learnings are always the major highlight of every year. Our curriculum is immersed in custodial authority, it is initiated by family members and inclusive of the wider community, resulting in affirmation, great joy and harmony at Mäpuru. With learning embedded in elders’ authority, Yolŋu values of respect, harmony, hard work and peace are sustained.

Bridging Now to Next: The Tiwi College Journey

Tue, 27 May 2025 02:22:04 GMT

Bridging Now to Next: The Tiwi College Journey

Nestled in the heart of Melville Island at Pickataramoor, Tiwi College stands as a testament to the enduring vision of the Tiwi Elders. Established in 2008, the College was born from a dream: to create a Tiwi school, for Tiwi kids, on Tiwi land, embracing the Tiwi way. This vision materialized through the dedication of the Tiwi Education Board, representing all Tiwi families and communities.

At Tiwi College, education transcends traditional classroom boundaries. Students engage in a holistic learning experience that intertwines academic pursuits with cultural immersion, life skills, and community involvement. Programs like the Life Skills Initiative empower students with practical experiences, fostering independence, confidence, and resilience. The College's commitment to sustainability is evident through initiatives like the farm projects, where students gain hands-on experience in sustainable farming practices, learning the importance of caring for the environment.

Tiwi College's unique approach to education, deeply rooted in Tiwi culture and values, ensures that students are not only academically equipped but also culturally grounded. This foundation prepares them to navigate the challenges of the modern world while preserving and celebrating their rich heritage.

As we embrace the theme "Bridging Now to Next," Tiwi College continues to honor its past, enrich its present, and inspire its future, nurturing generations of Tiwi leaders, thinkers, and custodians of culture.

AISNT National Reconciliation Week

Mon, 26 May 2025 02:09:02 GMT

AISNT National Reconciliation Week

At AISNT, we believe education is the beating heart of reconciliation, and our Indigenous Schools are a vignette of reconciliation in action in Australia.

At these schools, Indigenous and Non-Indigenous Australians come together on Country and work for greater equality and equity. All must begin with a shared understanding of the true history of Country in which they educate, to ultimately make a difference and help build a more reconciled nation.

Our schools positively impact students and staff alike; and many have made strong connections with external organisations – often resulting in life changing experiences for the people involved. We truly feel we are playing a role in sharing the journey towards a more unified future and we are grateful for these opportunities.

Throughout the upcoming days of National Reconciliation Week, we will honour this year’s theme “Bridging Now to Next” by reflecting on each school’s ongoing connections between their past, present and future.

Principal Thoughts 2025// Issue 12: Curiosity Killed the Cat

Thu, 15 May 2025 00:55:18 GMT

Curiosity Killed the Cat

I enjoyed reading the book “The Surgeon of Crowthorne” by Simon Winchester so I was attracted to his creation “Knowing What We Know” which happened to appear in my Audio Books’ offering.

I downloaded and started listening. I wasn’t disappointed because he has a way with creative thoughts, though what he writes is fairly dense and not really suitable for background noise - it really requires some concentration. I was taken with his thoughts on Curiosity and ‘its resulting increase in Knowledge for the Curious. Naturally my mind journeyed to education and whether over the years I had fostered Curiosity enough. It is so easy to simply tell students or lead them to a conclusion rather than letting them find out for themselves. Obviously experiential learning is very powerful and that can be a reason why Outdoor Ed is so successful with students experiencing the intended lessons. However there are also a heap of other subjects which relate particularly to them.

Science experiments, done well, will also satisfy curiosity as indeed will Social Science activities which may include interviewing, measuring, counting, observing etc. Activities such as cooking, manual arts, sport etc. will also be vital platforms for curiosity. Making friendships in school with other people and indeed being curious about the reaction to behaviour all help to enrich a person’s journey. Being required to make a speech in front of a group will perhaps result in the belief, “I thought I couldn’t but I can” which is wonderful knowledge to have.

Yes, I’m confident that in Australia we are promoting Curiosity and Understandable Knowledge is flowing in a reasonable stream. However it is good to be aware of the relationship and as teachers take whatever possibilities we have to promote it. Recently St Philips completed an exciting new building called the “Discovery Centre” where students can satisfy their curiosity by exploring ideas with the assistance of a range of stimuli .Outside are the College experimental gardens complimented by chooks and three goats.

I haven’t had much to do with goats but I’ve thoroughly enjoyed meeting these, particularly the little male with his proud set of horns and mischievous eyes. His name is Geoffrey. I was curious as to how he would accept the name ,but he seems to love it.

It is always interesting observing how students tackle a climbing wall or raw rock climbing. Their curiosity will often relate to fear and at what level they feel they will be able to cope.

Obviously there is plenty of room for “don’ts” in order to keep kids safe, and perhaps smooth part of their journey, but it should not be all don’ts. Experiential learning is so valuable. I recall the story about Kurt Hahn, a champion of experiential learning. He was addressing a student who had broken a rule. His normal punishment was for a student to have to walk to the next village and back again, about 10 Km. He would deliver the task with the statement, “I’m not going to check as to whether you complete this task. If you do, you will learn something; if you don’t you will learn nothing. It’s up to you.”

I can recall my brother and I leading a group of 29 youth group members through Cradle Mountain National Park in the early 70’s. Some students were strong walkers and some weren’t. One girl really struggled, going from one button grass clump to another and the stopping. I spent much of my time as the last person (Tail End Charlie). Instead of being frustrated with the girl I found the experience filled me with admiration. Yes, she was painfully slow, but didn’t give up. She would have been 16 then and it was wonderful to meet her at a reunion a few years ago when she would have been 63. She had approached life with courage and made a success of it. Maybe the Cradle Mountain Journey played some part in her realising that if she did keep going she would succeed.

Yes, perhaps Curiosity didn’t necessarily ‘Kill the Cat’ and schools can be pleased with the opportunities provided with Curiosity and its powerful journey into Knowledge. But sadly, an oppressive school filled with don’ts and often fear will successfully short change a child’s education.

Written by Chris Tudor

Principal Thoughts 2025// Issue 11: Transferable Skills of Teachers

Wed, 30 Apr 2025 01:15:15 GMT

Transferable Skills of Teachers

I was looking at a program on the development of Venice on TV a few nights ago and it sparked a heap of thoughts. I love Venice and think it’s a really magical place. Of course, millions of people think the same and tourism is placing a huge burden on the old, graceful city.

The Piazza San Marco, the principal public square in Venice, is glorious and I remember several occasions, over the years, sipping a very expensive coffee as the various orchestras played. Taking students to such a place was always special and exciting and last time we slept on one of the islands in an ancient monastery, entertained by a visiting choir, also staying there, and singing with impressive harmony.

The Saint Mark’s Basilica and the Dode’s palace oversee the square with their marriage of European and Eastern Architecture, not surprisingly found in historically such a busy trading port. The Domes, favoured in the architecture, were always a mystery to me - how were they constructed? The TV show provided the answer. Not only was Venice a port but also had a vibrant ship building industry that went back 100s of years. The ships were well crafted out of wood, so the chief trade at hand was carpentry. These perfected skills were used to construct the complicated framework of the domes which were then sheeted in lead. The architects/builders realised these carpentry skills were highly transferable. If the architects/builders hadn’t recognised this then the domes would not have been built.

As is so often the case, my mind turned to teaching. I was doing an Abseiling course at Hanging Rock in Victoria and was engaged in conversation with the instructor. He had great faith in the wide variety on transferable skills that teachers have, well beyond their daily fare and how so often they don’t recognise how skillful they are and how valuable they can be in a wide range of employment. Understanding this and promoting it surely must raise the morale of the profession. There is much to be gained in recognising this and talking up our treasured profession.

Written by Chris Tudor

Principal Thoughts 2025// Issue 10: History of AISNT - Good Shepherd Lutheran College

Tue, 15 Apr 2025 01:02:54 GMT

Good Shepherd Lutheran College Darwin

Motto: Identity, Service, Respect

It was David Spike the Pastor of Good Shepherd Lutheran congregation in Palmerston and Pastor Dr Joe Strelan who was filling a temporary appointment, who injected the idea of a School out in the rapidly growing Palmerston area into both the congregations of St Andrew’s in Nightcliff and Good Shepherd in Palmerston.

And how did this happen? David Spike, who is now at Geelong Lutheran College writes this delightful piece about how this happened. As is often the case with sowing the seeds of a new Independent School, the story is about inspiration .

“Dr Joe Strelan was serving the Darwin Nightcliff congregation for about 6 months as part of a sabbatical from teaching at Luther Seminary in Adelaide. We were on the back deck of the Palmerston manse one evening nursing a cold beer and looking wistfully at the empty block as there was an improvement covenant attached to the land that was beyond our means to meet. Dr Joe said, “What about building a school there?” I replied along the lines of “How could we possibly afford to do that?” He spoke to the Director of Lutheran Education in Adelaide and a site visit and feasibility study was conducted. Conversations were held with NT Government Education Department representatives who confirmed they would endorse the development of another Lutheran School in Palmerston and had factored this into their long range planning. This support facilitated the application for land in Emery Avenue to be expedited and a planning group formed.”

What an exciting and inspirational story. It presents the enthusiasm the Lutheran Church had for education, their willingness to take on challenge and the intention of the Northern Territory Government to support the development of Independent Schools. The Government was keen that the Independent sector in the NT would grow to a similar proportion as the sectors in the bigger states, thus ensuring the population had choice.

The year was 1996 and David led this move with enthusiasm encouraging the congregations to be bold and take on this enormous challenge. The parishes were encouraged by the prospect of a Christian School which was Lutheran. St Andrew Lutheran Primary School had opened in 1982. It was a small, personal, school with real character but was inconveniently away from the developing areas of Palmerston and Howard Springs.

A local steering committee was appointed in 1996 with people from both congregations. Cor Kool, the architect used by Marrara, was engaged. Bill Dwyer a highly experienced, retired senior public servant, set about developing the various documents and submissions. He knew his way around the halls of Government well and in reasonably quick time the necessary government funding was obtained from both the Commonwealth and Territory governments and the opening date of 1998 became a reality. Dean Hayne, the principal of St Andrew’s who had been involved in developing a school previously was able to put his expert shoulder to the education wheel. Furthermore the committee of about 10 had a range of necessary skills but also the vital ingredients of faith and enthusiasm. The Lutheran Church with its philosophy of caring for people through all stages of life were skillful supporters of good education which they saw as part of their mission and mandate.

Good Shepherd was to be a low fee school and was therefore far from being flush with funds. The school would have to be careful with the stewardship of the funds. What was a great bonus was that the highly skilled builder Robbie Pattimore, from Darwin, was able to complete the first stage of the project under budget and before the stated completion date which was greatly appreciated and well acknowledged.

The first principal of a new school has a Herculean task and must be able to form, strong relationships with students and parents. The right person, who was to be the ideal fit for this school had to be found. The committee struck good fortune in Alice Springs at Yirara College, the Lutheran Aboriginal boarding school.

John Heffernan was vice-principal of Yirara but had spent many years working in the remote community of Papunya. He was a highly personable, fine educator and what is more, played the guitar, a very worthy skill for anyone wanting to be the principal of a new school. John came on deck before the school was ready to open, to ensure it could function effectively on day 1. Working Bees of dedicated parishioners, who were often not parents, worked tirelessly preparing the grounds by removing weeds and planting grass and trees. These working bees continued well into the school’s journey. To keep costs down two parishioners sewed all the school uniforms for which they did not want payment.

It was hoped that the school, when it opened in 1998, might have 50 students. Unfortunately, it commenced with a disappointing 17 in years 1-5. Life can be unsteady for a new school until it has “earnt its spurs” and begun to build a positive reputation. Not to be daunted, John and his small team of staff worked diligently and intelligently so that by mid - year the school’s population had risen to 56. What a great achievement. Being principal of a small school is no easy task. The same list of tasks, both teaching and administrative have to be done. I once visited a small Christian School in Hobart and was not surprised to see the Principal teaching with a shifting spanner in his back pocket. If there is no one else to do it, then the Principal must!

After 5 years as the Founding Head of Good Shepherd, John Heffernan decided to move to Queensland. The Board had made a fine choice in calling John to this really vital position. There is only ever one founding Principal and that is when the school is at its most fragile. Though the Principal carries a fine vision but unfortunately the school has no runs on the board and often the school population is barely economic. John was the right person for the job and after five great years had the school in a good position for someone to take over.

Peter Eckermann took over from John and led the school while the board searched for the next Head.

In 2006 another good decision was made with the calling of a relatively young but very experienced Head, Julian Denholm, who had been Foundation Head of Living Waters Lutheran College Perth which opened in 1997. He was the youngest Lutheran Head in Australia. In 2003 he became head of Concordia College, a sizeable traditional Lutheran school in Adelaide and in 2006 he accepted the call to be head of Good Shepherd. He remained as Head until the end of 2014, except for a period when he moved for a short time to Tasmania, for family reasons and the College was run by Brian Eckermann, who had retired from Faith Lutheran College after a long innings.

Julian was a capable dynamic person, a “mover and shaker.” He had great belief in people and was a wonderful encourager. He had a real capacity to raise people’s confidence and they in turn had faith in his ability to know what was needed. Good Shepherd was a primary school when he took over but in January 2007 Good Shepherd added year 8, thus moving into Secondary schooling. The school was then formed into two sub-schools Primary and Middle. A new head of the primary school was appointed. She had been in Papua New Guinea, and this was clearly a wise appointment.

The establishment of the Middle School meant there was insufficient room on the Palmerston site. In fact in 2007 years 7 and 8 had to be taught in the basketball stadium. A delightful area of land was obtained in Howard Springs and new buildings constructed enabling the Middle School to move to the new campus there in 2008 and on June 20, 2008 the opening and dedication of the Howard Springs Campus was held.

Julien was a great believer in the International Baccalaureate and introduced the primary (PYP) program and middle years program (MYP). Julien’s wife was a brilliant teacher and an expert in PYP and MYP and helped to provide strong leadership in establishing these programs.

The Lutheran Church really believes in engaging in education and this opening was testimony to the expansion of this dream. The facility was dedicated by Pastor Lester Reinbott and opened by Barry Karl, Director of Lutheran Schools Association SA, NT and WA. On the dedication plaque are written the following words from Hebrews 11:1 “Now faith is being sure of what we hope for and certain of what we do not see.”

The school continued to progress adding a Senior School at Howard Springs in 2010. Building continued to ensure modern facilities were provided for future expansion. The buildings were well designed and colourfully presented and what was once raw bush land appeared as a modern, cheerful and inviting campus.

Julien moved from Good Shepherd to Unity College at Murray Bridge as Head in 2015. Following his time there he was appointed as the Executive Director of Lutheran Education for Victoria, New South Wales and Tasmania.

In January 2015 Good Shepherd merged with St Andrew Lutheran School, Leanyer, forming the Good Shepherd Lutheran College

NT Inc, which is managed under the auspices of the Good Shepherd Lutheran Church congregation of Howard Springs / Palmerston.

Rachel Boyce was appointed Head. Rachel is an experienced NT educator having worked at Yirarra College in Alice Springs and then as head at St Andrew in Darwin.

The College has now grown to 1300 students situated on three campuses and is the largest school in the Northern Territory. Though the College has become an International Baccalaureate World School offering both Primary Years and Middle Years Programs the Senior School offers the Northern Territory Certificate of Education.

Under the leadership of Rachel Boyce, Good Shepherd continued to move forward successfully. Rachel was a strong believer in the philosophy of Visible Wellbeing and she set about implementing this with attention paid to thorough staff training. She established a two year partnership with Professor Lea Waters of Melbourne University to integrate the latest research and practice in Positive Psychology and approaches to education in all aspects of the College. To progress, schools needed a powerful commitment to staff training which has been undertaken and continues, ensuring the true reality of an ongoing commitment to a holistic approach to the learning and wellbeing of Good Shepherd as a community.

One of a Principal’s really important tasks is strategic planning that is dynamic and is not allowed to go “stale”. Rachel adopted a contemporary approach to this, using Appreciative Inquiry Summits, involving parents, students, staff and Board Members.

The International Baccalaureate organisation is keen that its members maintain the highest standards. It is a great achievement that Good Shepherd, after a rigorous 14-month journey, achieved an outstanding assessment from the IB with both the Howard Springs and Leanyer Early Learning Centres attaining “Exceeding National Quality Standard”. Rachel’s leadership in this was outstanding.

There is no denying the great importance of the Junior and Middle Years of schooling has set strong foundations for the senior years and life ahead. Under Rachel, Good Shepherd embraced 21st Century learning approaches in these important years, ensuring units of work provided students with opportunities to be creative, collaborative, adaptable and autonomous. It is therefore no wonder that Good Shepherd has had a 100% completion rate for year 12 over the past 5 years.

The Good Shepherd Campus is very impressive. The buildings are interesting, thoughtfully positioned and the colour scheme appealing, something a student coming to school each day would appreciate. The campus design has taken into consideration the daily traffic, something which can be easily forgotten.

Principals, when they leave, want to pass on to the new Head a well-considered going concern which can give them a flying start as the new person with their hand on the tiller. Rachel certainly did that.

Matthew Qualischefski is the new permanent Principal taking over from Rachel Boyce. Matthew had an extensive education and wide experience suiting him well for his principalship at Good Shepherd Lutheran College.

Written by Chris Tudor

Principal Thoughts 2025// Issue 9a: Taking Care of Yourself

Fri, 04 Apr 2025 04:02:51 GMT

Taking Care of Yourself

With the first term break occurring at the end of this week there is the danger to hard working Principals that they see it as irrelevant to them. As a result, some Principals feel they are obliged to keep working regardless. Sure, there is “stuff” that has to be done but into this holiday time I think it is important for Principals to set aside some genuine “R and R” time for themselves and to not feel guilty about it. They need to accept that doing this is in fact normal. I recall people saying to me that “if you don’t take care of yourself no-one else will.” I was actually talking about this to a CEO yesterday. I used to find the more fatigued I got the more difficult it was to make decisions, particularly good decisions. When that’s the case the school will be affected.

So, build into your weekly agenda some things which refresh and “de-stress” you. Then during the holidays avoid, with a clear conscience, feeling guilty about taking a break, and actually plan some time to refresh yourself. Remember the job you do is one of the most complicated and brings with it a fair amount of stress. On the News this week it profiled the difficult position Australia was in with the number of Principals who were leaving the profession. It is so important that you are sensible as a Principal and take looking after yourself seriously.

Principal Thoughts 2025// Issue 9: History of AISNT - Sattler Christian College

Mon, 31 Mar 2025 03:37:19 GMT

Learning From Our Impressive AISNT Schools

There are so many thought-provoking ideas that emerge from our wonderful group of AISNT Schools, all of which have their own

individual character. Understanding these schools can lead to a Principal developing new ideas for their own school. The school I’m profiling this week is Sattler Christian College whose motto is: “Growing in Wisdom- Learning to love” .

Often in Australian History distance becomes an issue. And so it was with Sattler, known originally as Litchfield Christian School. A group of parents living in the Rural Area south of Darwin had been transporting their children to Marrara and Palmerston Christian schools and they wanted one they could use locally. In 1990 the parents in this the rural community on the outskirts of Darwin, sought to establish a Christian school in the area. In many of our schools it has been parents taking the initiative and driving the creation of a new school. This takes confidence, determination, huge commitment and resolve not to be daunted by the challenge. Litchfield Christian School was an example of this.

In 1996, with the assistance of the Northern Territory Christian Schools Association, Litchfield Christian School was started at Bees Creek with three primary classes. Parents were heavily involved and the buildings, designed for the tropics, became a feature. The school was built “in a spacious and attractive natural bush environment. The classrooms were “homestead style” and were “designed to maximise space for outdoor learning activities to take place on wide, shady verandahs. Sensibly internal learning areas were air-conditioned.”

The first Principal was Andrew Kernick. His wife Lyn was a committed teacher there for years. A Principal starting a school needs a huge amount of energy, a capacity to weld a team together and to really embrace the vision. They must be liked by the students and their parents and be prepared to deal with any disappointment effectively. They must promote the school at every opportunity. Being Principal number one is not a job for the faint hearted. Andrew was the right person for the position.

The school grew steadily and in 2008 it expanded to include year 7. Development is always the result of a strong belief in the school and what it has to offer. Development often has a risk factor which must be overcome.

After 12 years a Middle School program, enabling students to continue to year 9, was introduced and an Early Learning Centre added. The school could provide long day care for 3-5 year olds. In 2018 year 10 was added. Though this was part of the Northern Territory Christian College, students were taught at the Sattler campus. In 2023 the exciting Development of adding Year 2 classes took place

with the first year 12 class being established in 2024. The population has topped 200.

In 2011 the school changed its name to Sattler Christian College. The Bees Creek Sattler Airstrip, nearby, remains as a World War 2

memorial. The strip was named after Flight Lieutenant Geoffrey Sattler who was killed in action over the Celebes, 12 January 1942.

Today Sattler is a campus of NT Christian Schools. The Principal has such an important role to undertake in a developing school. The School Council or Board has few tasks as important as appointing the Principal and they must get this decision right. Of course,

not all Boards succeed in this. The Council at Sattler ticked all the boxes in appointing Michael Tooler who has now been there for six and a half years having commenced in 2019. The Board got this one right!

As I thought about Michael Tooler and the good work he is doing, I thought of how being a good Principal was like being a fine pianist who has a sensitive touch on the keyboard, understands the music, uses effective strength when required, then a light touch when needed and understands the importance of the variety in the music - soft, loud , sensitive, in between. There is nothing worse than a pianist who has a weighty touch and bashes out the music in the same way regardless. A great pianist must not only have a feeling for the music but also the piano they are playing.

As a successful school, Sattler has a $30 million strategic master plan with the first phase to be delivered in 2025. The school aims to triple its land holding in size. Projected enrolments are 300 students. Planning, planning, planning - it never stops in a developing successful school which Sattler is.

Written by Chris Tudor

Principal Liaison & AISNT Historian

Ian Smith - Director of Independent Indigenous Schools

Mon, 31 Mar 2025 03:12:07 GMT

Ian Smith

Director of Independent Indigenous Schools

AISNT would like to welcome Ian Smith to the team as the Director of Independent Indigenous Schools, bringing a range of experience and skills. His teaching stretches across from South Australia, Mildura and the Surfcoast of Victoria, before heading to Bathurst Island, part of the Tiwi Islands, NT. Ian and his family returned to Mildura, before heading north once more, this time to Tiwi College on Melville Island, and finally to Haileybury Rendall School in Darwin. This broad experience underpins a fine understanding of the complexities of education in Australia covering a variety of schools: encompassing small and large, from Government, Independent and Catholic, to Aboriginal and boarding schools.

Ian was educated at Findon High School in Adelaide, before going onto Flinders University where he completed a Bachelor of Education majoring in PE and Science. Later he undertook the noted Bushwalking and Mountain Craft Leadership Certificate, adding Outdoor Education to his battery of teaching skills.

Ian’s first school was Mildura High School where he taught PE, Health, Science and Outdoor Education. From the river he moved to the sea -Anglesea, Victoria and worked part time at Lorne P-12 School. The Reconciliation March in 2000 reignited the passion of a desire to work with Aboriginal People. Ian and his wife Anne, and their two young sons packed up and headed up to the Tiwi Islands. For two years, Ian worked at Xavier Catholic College, Wurrumiyanga, whilst Anne home-schooled their sons, Ashby and Rehn. In 2003, he returned to St Joseph’s College, Mildura until he received a call from a friend in 2010, asking him to return to the Tiwi’s, this time to Pickertaramoor, Melville Island.

This pivotal phone call invited him to take up the position of Principal of Tiwi College, a P -12 boarding school, located in a very remote location of Melville Island. It was a major challenge but Ian was successful in his leadership and lead the school from 2011 – 2017, before working for the Tiwi Education Board in 2018.

It was then time to return to the mainland where he took up a position at the new Haileybury Rendall School. Ian took the role of Director of Community Relations in 2019. Throughout his tenure he was called upon to lead the school’s boarding house on occasions and assist in helping the school become more culturally responsive. His position required him to build positive relations with families and leaders in remote Aboriginal Communities, which he did with success.

Whilst Ian’s family are spread throughout the country, they remain deeply connected to one another; a lasting legacy of their time on the Tiwi islands. They all feel privileged to have been embedded in the lives and cultures of such wonderful people. In 2025 Ian moved from Haileybury to take up the position at AISNT as Director of Independent Indigenous Schools where his skills and experience are much appreciated.

Principal Thoughts 2025// Issue 8: Culture is so Important, But Challenging

Tue, 25 Mar 2025 10:11:11 GMT

Culture is so Important, But Challenging

Back to that wonderful program “School Leaders and the Law” presented by The Brown Collective and Colin Biggers & Paisley in Darwin at the end of February. I want to return to that section “Governance, Risk and Compliance”.

As Principal it is so valuable to have a clear, known definition of these three factors and not simple to look this up just before a board meeting. A shallow understanding is not helpful - it is essential for a principal to really engage with this and to encourage their board to as well. It is also important that staff are encouraged to be able to recognise issues and for students to be observant. It is of no value for the Principal to understand it and keep it hidden.

I recall being asked at an annual review, about 15 years into my Principalship what I considered to be the most important pillar of the school. I replied, “School Culture” and added that it was extremely fragile and could be easily crushed as one could crush a fine wine glass.” This reply was well accepted but I now believe I should have been asked to really describe it and to articulate how the school was presenting in relationship to it. That conversation should not be a remote one but always front of mind. School Culture is fundamental to how effectively the school runs. It is also an on-going exercise for a Principal to think in detail how the Culture is faring.

Beyond that a useful exercise is to describe how the school presents culture. Does your Principal’s office in some way illustrate something of the School’s Culture so that if staff or students visit your office they can understand the relevance of items , illustrations, colour or whatever. You might incidentally ask how they think something illustrates an aspect of the school.

Obviously affirming the Culture at staff meetings or gatherings of student bodies is an ongoing process of understanding, clarification, affirmation that builds an acceptance and pride for the School.

I believe it is obvious when schools have a strong culture and as I wrote last time, it can in fact be felt .

Following on from last weeks “Thoughts” , I wanted to expand on the issue of Assessing Risk using the material presented at our seminar by lawyer Megan Kavanagh. My engagement with several Boards has highlighted to me the struggle Boards have in Assessing Risk. Previously a board would remove themselves from analysing some of the Risks by saying, “That’s an Operational issue not a Board Issue.” That is certainly not the case today as the Board has the responsibility to ask those searching questions about Operational Risk. I strongly believe School Culture should be included in this. If the Principal is having difficulty answering about Culture then there is a problem. A Principal who pays no attention to School Culture can damage the school. The Principal must always model the School’s Culture because there is nothing more damaging than obvious insincerity regarding Culture. Boards must also understand the Culture and have this at front of mind when making decisions.

Boards will sometimes gravitate to issues with which they are more comfortable, such as the accounts, and side step some of these trickier considerations like Culture. A Good Wise Board Chair has such an important Job with far reaching consequences.

Megan Kavanagh lists four factors that should be considered when Assessing Risk:

The severity of harm, risk could cause (from Discomfort to Serious Injury or Death)
How likely the harm is to occur (from Certain to Unlikely or Rare)
What controls are already in place to reduce the risk of harm.
How urgently additional action needs to be taken.

In Controlling the Risk, relevant Controls Legally must be implemented that remove the Hazard or reduce the Risk most effectively. The Board must understand how these will do this.

In all this process the Principal and the Board must be sensitive to Risks including those being identified by Staff Members, Students and maybe Parents. The key result should be that the risk is identified and as much as possible controlled. Risk, therefore should be an item at each Board Meeting.

There is no room with Risk for “She’ll be right Mate.” There is also no room in either the Principal’s Thinking or Board Consideration that “We Can’t Afford It”. In reality it is a case of “We can’t not afford it.”

In my first Six Months as Principal I was confronted with the College swimming pool unfenced. There was no law at that time for swimming pools to be fenced. Dramatically my Deputy’s toddler fell in and almost drowned. Fortunately with quick action and First Aid he came to and lived. The horror of this is indelibly printed on my memory. We had no money, but raised sufficient funds quick smart to buy the materials for the appropriate safety fence. Staff and students “got to it” and had it safely fenced in two weeks. It has now been safe for 38 years!

In this day and age records are so important . You have to have them and simply committing “stuff” to memory is not good enough. Megan Kavanagh strongly notes, amongst other issues that:

Boards/Principal must acquire and keep up-to-date knowledge of Work Health and Safety Matters.
To ensure that the Board/Principal has available for use Appropriate Resources and Processes to eliminate Risks to Health and Safety.
To ensure that Board/Principal has Appropriate Processes for Receiving and Considering Information regarding Hazards and Risks so that they may respond in a timely way to that information.

Megan was “cast iron” on the need to record Risk Management Processes and Outcomes. “The Records should include:

The Outcomes of Consultation
The Hazards You Identified
How you Assessed the Risks
The Control Measures Implemented
The Training Provided

IT is also useful to record the Processes used to Investigate and Resolve Issues.

These requirements today are really not negotiable and to not follow them is to place the school at significant risk.

Remember, don’t forget Culture, don’t ignore Risks, do the best to solve the Problem, Document and report to the Board.

Principal Thoughts 2025// Issue 7: School Leaders & the Law

Mon, 17 Mar 2025 07:33:24 GMT

School Leaders & the Law

This excellent program was presented last week, February 27 and 28 in Darwin for both AISNT and Catholic School Leaders. The presenters were our well known Dr Stephen Brown, Managing Director of the Brown Collective and three lawyers who are partners of the noted Law Firm Colin Biggers and Paisley - Megan Kavanagh, Morgan Lane, Mathisha Panagoda.

The Principal I had in 1980 had just returned from running a school in Brunei for five years. He had a global view of life and I can see him now, as he addressed the staff in a meeting, noting that we were following the United States trend into the Age of Litigation. And he was certainly right! As a new Principal it was easy to be intimidated when someone said: “Well I’m going to see a lawyer.” I quickly learnt to say: “Fine if you have to.” I knew that I would do likewise immediately.

A humorous story - Four boarding parents unhappy, with a decision I had made, ended up in my office ready for battle. I refused to acquiesce to them, saying: “ The decisions I make have to be in line with the law of our land”. This irritated these parents who said: “Right we are going to see a lawyer.” I said, “Fine”, and they left unhappy. I immediately rang our lawyer and outlined the situation. Sometime later he rang to tell me the parents had arrived at his office to complain. Well I was there first! Surely one of the benefits of a country town!

Principals today can’t be ignorant of the law and must seek legal advice when necessary. It costs money, unless you have a lawyer on your board, but the “Age of Litigation” has made life much more complicated. What the presenting lawyers emphasized was the importance of “paper work” and “record keeping.” A principal must be very familiar with the school’s constitution because that is the guide to appropriate actions which should be taken. The legal system looks favourably on an action that is keeping faith with the constitution. This was new information for me!

As always there were many wise and helpful statements from Dr Stephen Brown.

Here are some of them:

Good Governance is about how to make the BEST decisions. This is where lawyers can, if necessary be really helpful.
Knowledge is useless without Thinking.
Art is about Perception; Leadership is about Practice.

Stephen included in the excellent study book a thought provoking quote from the Brilliant Educator Howard Gardiner, the creator of the Theory of Multiple Intelligences. The quote was taken from “Five Minds for the Future”, Howard Gardiner, 2006, p 5-6.

“Beyond question, both management and leadership are disciplines - though they can be better informed by scientific studies, they are better thought of as crafts………… all of us - scholars, corporate leaders, professionals - must continually hone our skills.”

As a Principal you are always busy but you must resist deciding that you are too busy to attend that which will enhance your capacity. My long term chair always supported me enhancing my capacity as a Principal, even when it meant travel and the budget was extremely tight. My development as a Principal was not to be sacrificed because ultimately if my progress was constrained the school would suffer. Of course being a surgeon he knew all too well the value of keeping up with the latest developments in Knowledge and Skill.

I found the 4 Pillars of Accountability (Caulfield 2005) challenging but worth thinking about.

Professional Ethical Legal Employment

Categorising responsibility like this can help to target thinking and planning and also the regular reporting to Boards.

Stephen once again singled out Culture and its major importance for a school and I guess any organisation as it is fundamental to the performance of an organisation. It has a profound effect on behaviour and personal performance all of which effects organisational performance. I was interested to see how feelings and the state of mind will effect engagement. It is valuable for a Principal to acknowledge this and promote creative ideas / activities that can influence this with both staff and students.

Lawyer Megan Kavanagh initially focused on GRC - Governance, Risk and Compliance and the school’s strategies in dealing with these. Breaking responsibilities into acronyms is useful in directing tasks that MUST be considered.(Though education has heaps of acronyms).

Megan defined the three components of GRC:

Governance refers to the ethical management of an organisation by its leaders in accordance with approved business plans and strategies. She emphasized the importance of having strategies. I know that if there isn’t a strategy then chaos can break out, plans will not be realised and possibly money will be lost. It is worth remembering that not everybody thinks strategically.
Risk management refers to an organisation’s process for identifying, categorising, assessing risk and implementing controls.
Compliance refers to adherence with standards, regulations and best practices mandated by the business of education and by relevant governing bodies and laws.

Mathisha Panagola presented an excellent section on Bullying, the activity that is so hard to keep on top of in an organisation. The Australian Human Rights Commission define it as:

“Repeated and intentional use of words or actions against someone or a group of people to cause distress and risk to their wellbeing”.

Three types of Bullying were identified.

*Face - to - face bullying (direct)
Covert Bullying (indirect)
Cyberbullying. Dealing with any of these is difficult.

Dealing with not only Bullying but other concerns that occur in a school, to do with safety, staff who are struggling, perhaps a staff member who is missing things because they are over confident, students who are struggling because they are worried about a range of problems, or fearful of their future, really require people who genuinely care but are also really good empathetic and intelligent listeners.

Really good Principals are by definition good active listeners and are committed to thinking about what they have heard. Today there are many distractions to ruin the art of good listening. The program “School Leaders and the Law” required participants to be good deep listeners if they were to get the most out of the presentation. This was an occasion where multitasking would not work satisfactorily. Similarly if someone comes to you with a concern, to get to the heart of the issue, listening effectively is what is required and being distracted will kill the conversation or any trust that is developing. Over the years I have known Principals who did this poorly, were readily distracted and lost the connection with the person telling them their concern - what a shame.

It is worth talking to the school community about the value of good listening. When you are listening to someone effectively, they have to feel that they, at that moment, are the only person you as the Principal are interested in. Schools with valuable cultures are schools that promote good listening. Certainly dealing with bullying requires good active listening if there is even a small possibility of a solution or way forward.

Finally if you are trying to get a reading on the culture of the school I believe you can actually feel it if you are sensitive to it. If things are not going well and you can feel it you can then perhaps do something about it. I know people visiting the school would often articulate how they felt about the school.

Morgan Lane produced a very good session on Cyber Security and the unfortunate reality of Cyber-attacks. I personally have had that wonderful experience, and was amazed at how smart the perpetrators were. He noted that schools could be targeted in a variety of ways and if the schools were not aware of this they could be hacked. He explained that schools were targeted because of the following 6 factors:

Limited security protections in place.
Schools are Data rich.
Schools may unfortunately have disgruntled / bored students.
Universities use untested technology.
There is value in the “.edu” email address.
Staff susceptible to phishing.

It is important that security plans are sound and in place. It is essential that a school has:

Data Management Plan
Data Breach Plan
Data Security should be a Standard Issue on Board Meeting Agendas, Quarterly.

Sometimes as a Principal fatigue gets you, your mind is cluttered with issues you may be unable to take things in. If an issue is a priority you have to follow it up. You can’t ignore it regardless of how you are.

The words from the Simon and Garfunkel song “The Sounds of Silence” remain as a reminder of the importance of listening.

“People talking without speaking, People hearing without listening.”

A Principal, must avoid these when engaged in important conversations.

I knew that I really wanted to absorb and understand what our presenters were saying about Schools and the Law and I knew if I wanted to absorb this information I needed to be interested, listen, think and absorb and I’m sure others felt the same. It is not an area in which you want to make an unwitting mistake.

Written by Chris Tudor

AISNT Staff// Cheryl Salter - Executive Director

Sun, 16 Mar 2025 22:00:00 GMT

Cheryl Salter, Executive Director of AISNT

Executive Director Cheryl Salter has a very strong Education background. Cheryl grew up in Adelaide where she trained in Primary and Secondary education and completed a major in Special Ed with her final year being at OLSH in Adelaide.

One of the Nuns suggested that there were teaching opportunities in the NT at their school on Tiwi. Equipped with her Special Ed she set out to teach at the remote Catholic School with the intention of staying for a year. Cheryl had the valuable experience of working with the legendary Sister Anne Gardiner. Cheryl found the experience exciting and enriching and she gained much from the school, it being the first bilingual school in the NT. Her time at Tiwi was very instructive resulting in knowledge and understanding of that particular Aboriginal and Torres Strait community and of the effective delivery of education to Aboriginal and Torres Strait people.

After four years she headed to Darwin where she taught at St Paul’s Nightcliff providing her with an understanding of Primary School Education in the NT Catholic system. As ED of AISNT there is an imperative to work with and understand the Catholic system.

Her next chapter was at Essington. In spite of the rumours that “they did weird things there” she decided to accept a position on the pioneering staff. Cheryl spent 16 years all up at Essington. It was an exciting innovative time in the development of the school and eventually she held the position of deputy .This time at Essington gave her a good understanding of Montessori Education. It also gave her experience of an innovative, developing school like many of our member schools of AISNT.

When Gail Barker became Executive Director of AISNT she recruited Cheryl to be her 2IC, a position she held until Gail retired and Cheryl became Executive Director. Cheryl’s vast experience in the NT has produced a significant understanding of NT schools and the challenges they face. She understands how they operate and can also inject expert knowledge of Special Ed and Industrial Relations into the mix. The role of an AISNT leader is far from being remote and relies heavily on developing positive relations with all schools, with the other State Organisations, the National Body in Canberra, the relevant people in the NT Education Department, the Minister and other relevant politicians. As leader she has an excellent understanding of government regulation, both NT and Federal. Key in this is her clear understanding of funding for Independent Schools. This is a real challenge because it changes often. Many schools struggle with this and rely on AISNT to provide an understanding and to enter into whatever debate is necessary with the government. In addition the relationship that exists between the schools and the Governments requires a helpful and tolerant approach , which is promoted by AISNT.

Cheryl is a friendly, good humoured, astute natural team builder and sets out to create a happy and productive organisation. Hers is indeed a busy, vital and high-pressured job!

Meet Our Board// David Arthur

Fri, 07 Mar 2025 02:00:57 GMT

AISNT Board Director & Business Manager of Tiwi College

David heralds from Kadina in South Australia a country town of 5000. Having completed Year 12 successfully, he gained a place at Melbourne University. David knew the fundamentals of Accountancy well but in addition he had a fine “Business Brain” and an Entrepreneur’s creative capacity. After leaving school he established a small trucking outfit. Over time he built this into a substantial business, the experience of which was good experience for his later successful work as a Business Manager in schools.

Desiring adventure he and his family set off for a year long journey around Australia. On reaching Darwin he applied for a Business Manager’s position at Marrara Christian School, where he stayed for 7 years, 2000 - 2007. The school benefited not only from his accounting capacity, but also his gift as a Creative Entrepreneur.

After leaving Marrara, David had 6 weeks leave which he spent guiding a Film Crew from San Francisco into Arnhem Land to make a documentary. There he met Professor Bardyl Lofty Nadjamerrek.

In 2007 he moved to Nightcliff Middle School as Business Manager where he remained until 2013. By this time, he had six children. It was time to travel again, and the destination was France where the family stayed for 2 years. On returning to Australia, he took up the position as Business Manager at Milkwood Steiner School which he assisted significantly.

10 years after leaving Marrara David met Olga Scholes at an AISNT conference. It was of interest that they both knew Lofty. Olga explained how she was working with him to establish a school which would become known as Nawarddeken Academy. Olga needed help with the Board and with the application for School Registration. David took up this challenge and made a success of it. David also became a Director of AISNT in 2016.

David’s next challenge was to take up the reins of Business Manager at Tiwi College and has made a wonderful contribution there.

David has indeed made great contributions to Education in the Territory, his success has been driven by his Dedication, Experience, People Skills, Financial and Entrepreneurial ability.

Written by Chris Tudor

Principal Thoughts 2025// Issue 6: Stress

Wed, 05 Mar 2025 22:00:01 GMT

Stress

During the weekend I came across some papers given to me ages ago by an old psychologist friend of mine. They were about Work - Related Stress, a condition faced by many in the teaching profession including Principals. I’ve added to these some considerations from my own experience. I well remember my mentor saying “Of course Chris we don’t get stressed”. I replied in the affirmative, though I didn’t believe my reply. Why? Because I didn’t want to appear weak. In those early days of starting the school there was no shortage of stress generated by the daily operation, with too few staff including not having a deputy; pressure from the Church; pressure from the NT government; pressure from the Federal Government and pressure from various pressure groups. I can remember a time when the phone would ring and my hands would sweat. But there was no way I was going to show my stress to the staff. Principals do get stressed and they need mechanisms to deal with this.

Stress could arise from:

Role Conflict Role Ambiguity,
Work overload or underload,
Responsibility,
Career Development,
Fear of failure or feeling inadequate,
Inability to solve a problem, or
Inability to prioritise.

Easy to say “prioritise” but hard to do it when everything is a priority. However, there is comfort in knowing that this situation is normal. You often have to be hard headed in setting priorities - someone or something has to be first and someone and something has to be last. The decision made may generate discontent or criticism but accepting that this is normal is fundamental. All Principals will be experiencing the same.

Guilt. This can arise out of a feeling it is impossible to get everything done. Fear of possible failure can really cause stress.

Ways of Reducing Stress

Learning to be Assertive can be helpful in reducing stress.

Becoming aware of your own feelings, needs and wants.

If you are a naturally driven person, learning to recognise it and develop a healthy control over your life.

Having a wise person whom you could confide in.

Recognising and being willing to exercise basic rights as a human being.

Learning to say NO! I knew someone who became known as “the man who could never say NO” and this affected his health in the end.

Learning to avoid Manipulation. “You should be able to fit this in”.

Practicing assertive responses: “I” messages; Being Specific; Asking for what you want; Making requests.

Understanding what is, for you, a manageable workload. “I can do it, but need to do it in my time”. The only person who really understands how your time is allocated and the related pressure is you!

Time invested in planning your time is worthwhile though a degree of flexibility is important.

When employing someone be careful at interview if they “bag” out their former employer because in my experience there is a good chance they will “bag” you out later on as well.

Sometimes a Board places unreasonable expectations on a Principal. If this is the case, the Principal should express their concern to the chair. I recall staying with a Principal in Edinburgh who had the difficult task of running two schools of a reasonable size at the same time. One was a Boys’ School and the other a Girls’ School. He started early and finished late and I don’t know how he did it. I met the Chair, a monocculed man from the aristocracy, who enlightened me with the Board’s plan to have the Principal doing some teaching as well. I was shocked and I’m not sure that if he did express his concern to the chair that they aristocrat would listen. Difficult situation!

Some Stress Quotes.

"It is not stress that kills us. It is our reaction to it”.
"Stress is an ignorant state. It believes that everything is an emergency.”
“The greatest weapon against stress is our ability to choose one thought over another.” William James.
“Those who wish to sing, always find a song.”

Written by Chris Tudor

Principal Thoughts 2025// Issue 5: History of AISNT - Gäwa Christian School

Sun, 02 Mar 2025 00:46:10 GMT

Gäwa Christian School Elcho Island

Know and Learn the Truth Marŋgiyinyawu Yuwalkku// An Understanding

I thought it would be useful to present the stories of member schools, starting with Gäwa on Elcho Island which is on Warramiri land.

An understanding of the Gäwa Christian School must be viewed in the context of the history of Gäwa which is situated on the northern tip of Elcho Island in Warramiri land. Galiwinku is the name of the island in the local Yolŋgu Aboriginal language. It has an ancient history as it was used for thousands of years, though sporadically, as a place for local people to conduct ceremonies and meetings. It belongs to the Warramiri clan of Yolŋu people of North-East Arnhem Land whose traditional homelands are both on the mainland and in the string of islands now known as Wessel Islands of which Elcho is one. Macassan sailors, it seems, knew of the area and traded on occasions with the Yolŋu.

Methodist missions were established, mid-twentieth century on Elcho Island. Economic activities during the mission period included fishing, fruit and vegetable cultivation and various small industries such as a brickworks. One of the missions was at Gäwa. Some Yolŋu wished to live near it and be educated at the mission. Others remained on their homelands but nevertheless established a relationship with the mission. There was, however no permanent community at Gäwa.

The Mission era officially ended by the early 1980’s with some of the older people considering returning permanently to their homelands. However Ngulpurray, an old man had a vision for his people to live in the Gäwa/ Nanginyburra region and so Gäwa was chosen as the preferable homeland site. In 1985 there was no road to Gäwa and it was only accessible by boat which could be difficult in the wet. A new residential area to the east was chosen.

However the Elders decided to tackle making a road to Gäwa. Ngulpurray’s clan daughter and her husband Colin Baker had visited Gäwa with him.

As the road improved more family members began to visit Gäwa and by 1991 there were a number of children there. Gotha, who was a teacher at Shepherdson College, the main school on Elcho Island, applied to be stationed at Gäwa to teach these children. Her offer was declined. Gotha was determined. She took six months leave without pay, which became twelve months, to teach on this homeland as an experiment. Convincing the authorities through her work, resulted in Gäwa being registered as an official Homeland Learning Centre. This Centre struggled for years but continued and in 2004 it became a Christian School under the banner of NT Christian Schools. “As well as training students in God’s law and teaching Northern Territory school curriculum, the school also seeks to preserve Warramiri knowledge and the gifts of the wider Yolŋu culture. Today 55 students from three homelands attend Gäwa Christian School and Gäwa, as a small community, is indeed thriving Yolŋu and non-indigenous staff work with the students to learn both indigenous and western knowledge.

There are three sections of the school at Gawa: Getkit, Gukuwal and Murryil.

Getkit caters from Foundation to Year 3.
Gukuwal caters for Year 4 to Year 7. In this year level “students are learning what it means to participate in community as young men and women.
Merrill is years 8 to Year10. These “young men and women are on their way to being considered adults in their families and they are interested in real-life skills that will allow them to thrive as responsible individuals.

Students are taught by both Yolŋu and non-indigenous staff.

Gäwa teaches a community vision for right living: The way of law. The way of peace. Having discipline. Having/giving knowledge. Without sickness. Giving /receiving help. Having family. Students learn to seek God’s plan for their lives and to know Him intimately. The words Marŋgiyinyawu Yuwalkku which means know and learn the truth.

Other important words are:

Rommir. Mälaya.

Raypirrimirr

Marŋgikunhamirr

Rerrimiriw

Guŋna’yunamiumirr

The school has benefitted greatly from Rachel Warrukay Herweynen who has been School Principal there since 2017. Her husband Cameron is the site manager. Rachel is from the Philippines. She gained a Bachelor of Communication Arts at the University of the Philippines Los Banos. Between January 2010 and 2011 she was a lecturer at Malayan Collegelaguna in the Philippines. Between 2010 - 2012 she gained a Master of Teaching Education. January 2013 - January 2017 she was a Team Leader at Donvale Christian College Melbourne before taking on the role of Principal at Gawa.

Having such stability in an isolated community is a huge bonus for the progress of the school. Though Rachel has been prepared to stay, she has the capacity of truly fitting the job in that particular area.

Gawa is one of the northern most places in Australia. The nearest key settlement is the town of Galiwinku which is 47km away with a population of about 1500. It is not far from Shepherdson College, the NT Department School. Having two schools on the island has to be a strength.

Written by Chris Tudor

NOTE: This is the chapter to be placed in the Official History of AISNT. If there are any inaccuracies or other information that should be included, please email me .

Principal Thoughts 2025// Issue 4: Keeping Your Eyes on the Right Ball

Tue, 25 Feb 2025 00:29:03 GMT

Keeping Your Eye on the Ball

I was sitting on a large rock reflecting on the school year which was about to swing into action. I was thinking of a friend of mind who was informed by his board that “he had taken his eye off the ball.”

Probably a good message to be given at a review before it is too late. It is valuable for a Principal to maintain really good relations with the Board Chair and to meet regularly with them. I had lunch with my chair most Mondays and we could explore immediate issues or drift into the world of educational philosophy which was always envigorating. But the Chair and I got to know each other well.

He was Chair for 20 years and that amounts to heaps of lunches.

Early in the piece, at one of these lunches, he fixed me with his surgeon’s gaze and said, “Chris we have to raise one million dollars”. You see we were wanting to build a school hall. Being characteristically optimistic, I replied, “No worries we can do that!” I instantly regretted my reply because, regardless of optimism, raising even $100,000 in Alice Springs was a near impossible task. So, I quickly regrouped and said, “Yep, plenty of worries”. The meeting had meant we were both on the same page and would be at a future Board Meeting. By the way, the fundraising was a hard slog but with heaps of help and much time we raised more than a million. I was lucky but it is not always easy to have a weekly meeting with the Chair, though it is worth pursuing, even if it is by phone.

School Culture is one of the key balls for a Principal to keep their eye on. Losing a fine Culture can result in losing the school. Of course, a good Culture relates to a good reputation which is the diamond bracelet (thanks “Antiques Roadshow”) of the school. Whilst the hope is that all staff fully embrace the Culture, it is something that a Principal cannot delegate away. The Principal, as the leader, must clearly model the virtues of the School’s Culture and have their finger well and truely on its pulse. There is no place for a staff member who does not agree with the School’s Culture. Hopefully such a person can be weeded out at interview or through reference checking because if they come on board, undermine it, refuse to change, they must then go.

I think a key reference point in the School’s Culture is its Motto. I’m a believer in effective School Mottos, though I know some schools don’t have them, which I think is a pity. My grandchildren attend a local school which has a strong but understandable and easy to follow Motto. Two of them were writing something this week, showed it to me and I was taken with how much they valued their School’s Motto. Sadly, some political organisations generate self-interested Mottos that are uncaring and destructive. But fortunately, I’m not talking about these. Prominent in my grandchildren’s Motto is the word “Kind” and they really embrace its meaning and importance. So the Motto for them would hopefully result in the growth of some positive attitudes as they make their way through the school. The Motto I had at school was in Latin and translated was “Work and Pray” and was complicated in its own way. I guess it originated in the nineteenth century with the rise of the Protestant Work Ethic and the desire for a committed workforce.

As Principal there are plenty of opportunities to promote, discuss and describe the School’s Motto and to not let it rot on the school’s flag. If the Motto doesn’t fit the school’s culture anymore think of changing it. I changed ours (with permission of the board) in 1988.

Of course it goes without saying that the Principal must be an outstanding model of the Motto.

When it comes to modelling School Culture, the Principal must be conscious of this all the time. To not do this is a short journey to criticism and unpopularity. It the next few paragraphs I’ll note some things that I see as important in a School’s Culture and therefore for a Principal to model. The first one is Fairness. I have seen Principals who favour some students or staff over others. It is essential that a Principal is really aware of this, because it is obvious, creates resentment and disharmony. I have seen Principals who have been blind to this and my thoughts were simply “Can’t you see this?” This is not to say that Fairness is tricky and for it to be somewhere near the front of the mind is valuable.

A “biggie” is for the Principal to ongoingly promote the School’s Vision. Both staff and students want to know where the school is going and want to be reminded of it. Progress is infectious and will underpin morale. A new building is an obvious sign of progress, but a school is unlikely to build a new one each year. It is therefore worthwhile undertaking smaller projects which are obvious and will make a difference to the school - perhaps a garden, shade area, story board on a wall, or more seating or a new sign board if the old one is getting tired.

Yes, sadly a school without a Vision is a school without a rudder. It quickly becomes “any school” which is not what the school community wants. Be careful, for if you the present the Vision once it will be missed by many. You have to say it and say it so the school community can predict what you are going to say.

A school where “Praise” is well used will be a happy school. A Principal can be very obvious with this, though I know some Principals who obviously forget that this is important. The staff are more inclined to praise if you provide the clear example.

The words “Avoid Nothing and Show Something” are helpful to remember.

“Care” should be written all over a Principal from their smile to the tracking of their feet. As a car stops when it runs out of petrol, so do teachers if they believe you are running low on Caring - sometimes difficult when you are exhausted.

Stories can be a Principal’s best friend. Be a storyteller, even if you don’t do this naturally. You can become good at it and stories are always powerful to illustrate things.

Interestingly, my great mentor Paul McKeown, listened intently as I proudly said I could now enrich speeches because I had purchased the Oxford Book of Quotations. He then proceeded to take the “wind out of my sails” when he commented “Why don’t you create your own?” So, from that day forward I did heaps of that and loved doing it. It was good advice because your quotation could be thoroughly targeted and not have to be bent to fit the point being made.

The career of a Principal is a challenging but terrifically satisfying one where you are able to do lots of good. But if you are going to make runs you must always keep your eye on the ball.

Written by Chris Tudor

Meet Our Board// Dina Fieck

Mon, 24 Feb 2025 00:36:58 GMT

AISNT Board Director & Principal of Alice Springs Steiner School

Dina is Principal of The Alice Springs Steiner School, a position she has held since January 2018. She is an educator steeped in the Steiner tradition. Her parents were involved with Steiner Schools, and she attended one herself. All her teaching has been in Steiner Schools. This is fortunate as it can be difficult to find Steiner trained teachers to employ. Dina really does understand the Steiner tradition and philosophy.

Dina began teaching in her early twenties having studied a four-year teacher training qualification at Lorien Novalis School for Rudolf Steiner Education. She was a person who welcomed additional responsibilities. In December 2008 she received her Bachelor of Education from Southern Cross University. From January 2002 - December 2009 she was the Primary School Coordinator at Shearwater, The Mullumbimby Steiner School, NSW.

November 2011 - December 2014 she was Director of Education at Mt Barker Waldorf School Adelaide. June 2015 - November 2017, she held the position of Pedagogical Administrator at the Brooklyn Waldorf School USA. From there she moved to the Forest House Waldorf School Hong Kong China, as the Teacher of class 3, a position she held for 2 years.

Dina furthered her education by studying a Master of Training and Development at the University of New England and then a Doctor of Education at Flinders University. Dina is a highly accomplished educator with broad and international experience complete with a wide variety of skills. Dina’s knowledge makes her a valued board member with AISNT.

Written by Chris Tudor

Principal Thoughts 2025// Issue 3: The Thinker & The Hands

Tue, 18 Feb 2025 00:28:47 GMT

The Thinker & The Hands

The Thinker

I am an admirer of the very talented Sculptor, Francois Augusta René Rodin. Many see him as the founder of modern sculpture. My favourite piece is “The Thinker”, which I was fortunate to see in Venice. The original casting is in the Musée Rodin in Paris. I find the sculpture to be both beautiful and thought provoking. Another of his gems is “The Cathedral”. With this Rodin has crafted two hands barely touching each other, like the entrance to a cathedral. To me the sculpture highlights the power of the human hand and promotes reflection on all the good that hands can do. It is also a fine reminder to a thinking teacher that learning by doing and thinking about it usually pays dividends.

I think the two sculptures are an inspiration for school leaders. A prime aim of a School Principal is to promote thinking amongst both staff and students. Indeed a Principal who does their job mechanically, without due thought, will not be able to present the richness of their craft.

When interviewing someone for a Principal’s position the board should consider how they will effectively test whether the person they are interviewing thinks deeply, creatively, courageously and constructively. If the applicant simply follows the “playbook” then they are not the person for the job. If their thinking about a problem is shallow they should also be excluded.

As Principal, when you are appointing someone to a leadership position, you should also take the time to find out whether they are good thinkers. If your leaders are good thinkers, they will enrich the school and stimulate the students. As thinkers, they may at times also disagree with you, which is not unhealthy.

Let’s consider the Cathedral Hands. This sculpture promotes the notion that even if a person is a good thinker, they should use this gift in a constructive way to enhance the value of the experience staff and students have. The non-thinkers may follow convention without any approach to creativity or may not be able to imagine situations where danger occurs or where students will suffer in some way.

I have known teachers who were prepared, well organised, hardworking and thorough, but had the amazing ability to produce boring lessons which the students hated. They seemed incapable of thinking how their lesson would be received. Often behaviour was a concern in those classes because the students were bored.

As a Thinking Principal it is valuable to share your ideas with your staff. A Thinking Principal has a better chance of inspiring the teachers and certainly the students. A Thinking Principal must allocate time, when they can, to “Thinking”. It is not helpful if you let the job stop your Thinking.

It is dangerous if a Principal is simply reactive without thought. If a school is too leanly staffed and Thinking time is cut out, then long term, the school is on dangerous ground. I have seen boards act in such a way that they clearly don’t understand the importance of Thought. If there are not enough people to staff the school adequately, mistakes will be made and the quality of the offering will fall. This is not a cry to overstaff schools. However, there will be a sensible, safe staffing level which will result in avoiding difficulties and disasters. It is the Principal who is responsible for determining this and justifying it to the Board, not the Business Manager. If the safe staffing level cannot be afforded then the Board has a problem to solve, but the risk cannot be taken. I had a staff member who believed that if six students were on a twenty-day overseas trip, only one teacher should go. I saw this as a huge risk and insisted on two. I have been on trips where there has been an emergency and two have been required. But as Principal you can’t let anything “go through to the keeper”.

Responsibility is indeed a weight on a Principal’s shoulders and keenly felt. Thinking constructively is a way to deal with responsibility and being clear about its importance is how to tackle it. Not thinking about an issue actually solves nothing.

The Hands

Hands are amazing and when you think of the millions of creative things they have done over human existence they become many times more amazing. Rodin’s sculptures are such a powerful example of the creativity of the human mind and the unbelievable capacity of human hands. As I play my mandolin and I’m only an average “Muso”, I look with wonder as my fingers land on the right string and fret to play the tune that is in my mind. Ah! That is part of the answer which is to be found in the human mind. Not always but often I can close my eyes and my fingers still find the right place to satisfy the choice my mind has made. Part way through my career I asked my very talented Head of Performing Arts to explain how our dancers were able to execute complicated movements in time with the music. “Chris”, he said, “it is all about muscle memory”. In my ignorance this was the first time I had heard about muscle memory. But now I had an understanding of how the hand served the brain or vice versa. The hands are far more powerful than I believe most people understand.

I think it is helpful if children understand this. From this understanding they can implement how hands can serve their owner and can be used by their owner to serve the community. And it is to this I want to direct attention.

The world survives if people are generous with their hands in helping others and enhancing the community. This fundamental concept is neglected by an unfortunate percentage of the population. However, the concept of community is fortunately embraced by many and service is a fundamental part of this.

An AISNT school undertook a project in Vanuatu to build a reasonable sized shed which would be a hall for young people. The site was challenging, in a subsistence village, near the coast, in a cyclone region, near a volcano. However, the project seemed possible and volunteers from the school were found. Money was raised and an industrial shed purchased. A concrete mixer, generator and other tools bought and transported there, to remain with the villagers for their use, after the project was finished. After much determination and difficulty the foundations were dug, slab was poured and the heavy steel frame was up. Instead of taking a few months this took years. The village then wanted the building changed to a church. Fortunately, some other volunteers pitched in to help and over a decade from start, the church is now about to be opened.

Hands, creativity, bravery, conquering the unknown, determination, persistence and the willingness to do something constructive all played a part and how exciting that it is now completed and can be used by the villagers.

Schools are involved in heaps of community service projects. Some are straight forward like going to an old peoples’ home and interacting with lonely people. Gordonstoun school in Scotland have their own fire brigade which is a properly registered fire service. The captain of the service is a well-trained senior student, and I met a very impressive one last year. Their service is real and on the local fire service list. The senior students attend genuine fires. A while back, when I visited the school, I found that it was the chaplain who drove the school’s very own fire truck.

A project in Alice was to make a large pot of soup and distribute it weekly to needy people. Another one was to clean up rubbish along the banks of the Todd River.

All these required a determination, a willing heart, and creative hands. It is so important for young people to see how they can serve the community and make a difference. It is then hoped that they will carry this understanding into life beyond school.

Rodin as a sculpture was a great communicator of ideas, using Sculpture as his way of doing this. School Principles are an important part of sculpting their schools and importantly should be good Thinkers, Doers and Communicators.

Written by Chris Tudor

Meet Our Board// Matthew Qualischefski

Mon, 17 Feb 2025 00:41:38 GMT

AISNT Board Director & Principal Good Shepherd Lutheran College

Matthew Qualischefski is the Principal of Good Shepherd Lutheran College. Matthew has an extensive education and wide experience suiting him well for his role at Good Shepherd.

He originally received Bachelor’s in Arts (Music) and Education from the University of Queensland, he obtained a Masters of Education from the Australian Lutheran College and he gained a Post Graduate Certificate in Educational Leadership and Administration.

At Faith Lutheran College in Queensland, he was the P-12 Music Coordinator, advancing to Curriculum Team Coordinator: Christian Studies (years 7 -12). At Redeemer Lutheran College he was Middle School Curriculum Leader of English and SOSE.

Matthew then moved to Geelong Lutheran College where he was the Middle School Coordinator.

Then it was back to Queensland to Good Shepherd Lutheran College, Noosaville Queensland, where he was Assistant to the Principal, Strategic Projects and prior to that Middle Years Student Coordinator.

From there he was seconded for nine months to Redeemer Lutheran College Biloela before becoming Head of Campus, Middle and Senior Years at Trinity Lutheran College, Ashmore, for almost three years. In October 2022 he became Principal of Good Shepherd Lutheran College Darwin. Matthew has continued to take the College forward and positively engaging the College in the community. He is a valued Board Member of AISNT. He is also a member of AHISA.

Written by Chris Tudor

Meet Our Board// Michael Tooler

Mon, 10 Feb 2025 00:45:40 GMT

AISNT Board Chair & Principal Sattler Christian College

Michael Tooler is the current Chair of AISNT. The Council at Sattler ticked all the boxes in appointing Michael as the Principal of Sattler Christian College since 2019, dedicating himself to the school for the past 6 years.

Coming from NSW, Michael relocated with his family of 5 children to take on this role. He is a highly capable and dedicated Christian educator, with diverse experience beneficial to his role as Principal. He studied at the University of New England, gaining a Bachelor’s Degree in International Relations and Affairs and Asian Societies. He also gained a Bachelor of laws majoring in Advanced Contract law and Human Rights.

Michael also holds a Graduate Diploma in Education, Legal Studies and History. Later he gained a Graduate Certificate in Management (Education), Management and Educational Leadership. Michael is a Justice of the Peace and a formal Mentor of the Australian Christian Mentoring Network.

He has fitted into Darwin and the Sattler community really well and has moved the school forward with gusto and continues to do so. As Chair of AISNT and an active member of his church, his pleasant nature and good sense of humour compliments his dynamic role as a Principal.

Written by Chris Tudor

State Funeral// Austin Asche AC KC

Fri, 07 Feb 2025 00:35:01 GMT

"To recognise teacher excellence is to recognise the future. For nothing is surer than that..." ~ Austin Asche

The State Funeral for our Patron, His Honour the Honourable Austin Asche was a memorable event, held in the Darwin Convention Centre in front of an engaging portrait of him with his large, full book case and his faithful dog Freya. Beside this was the portrait of his wife Dr Valerie Asche. The service was professionally presented complete with a military procession, beautiful choral singing by the Darwin Chorale and Vocalective Choir and a well considered selection of people, who really knew him, to pay tribute for his long and remarkable life, throughout which he wisely, sensitively and brilliantly served Australia. The service showed how deep and lasting his selfless leadership was, with a willingness to always enhance his knowledge and understanding of the complex world in which he operated and his deep love for Australia, in particular Darwin and the Northern Territory.

His service was taken by the Archbishop of Melbourne, The Most Reverend Philip Freire, formerly Anglican Bishop of the Northern Territory and former Primate of Australia, who also presented the homily. Other people presenting included The Honourable Lia Finocchiaro MLA Chief Minister of the NT, The Honourable Vicki O’Halloran AO CVO former Administrator NT, The Honourable Justice Judith Kelly AO, Judge of the Supreme Court of the Northern Territory, children Wendy and Harry Asche and grandchild Thomas Asche. Family member Alison Asche read from Corinthians. A Video of his Honour, created by Deakin University, was shown and a moving song was sung by his grandchild Romaan Asche backed by a Family slide show. The emotional sound of the Last Post and Reveille was played by a bugler from the Australian Army Band. The Right Reverend Dr Greg Anderson, Bishop of the NT read the Committal. His Honour was a Freemason for over 70 years and Freemasons were there to pay their respects.

The tributes by his family painted that personal side of his character with his love for each one of the family and his deep interest in all their particular fields whether they were his wife, noted Scientist and devoted companion Dr Valerie Asche, his two children, Wendy and Harry, his grandchildren and great grandchildren.

The eulogies highlighted his vast knowledge of history, his deep love of literature and language, and even at 99 his gift of reciting poetry, word perfectly. A keen sportsman, rowing in pairs, fours and eights in his younger years, he also loved tennis, playing competition until he was 90. The speakers noted his powerful understanding of the law, its history and its complexities and his devotion to fairness in justice, compassion and his deep understanding of humanity. Life had not only taken him on the journey to be a pioneer judge of the Family Court of Australia, when it was created, to later be the Chief Justice of the Northern Territory, Chairman of the Northern Territory Parole Board, President and Chair of the NT Law Reform Committee, serving until the age of 93, but also the Administrator of the Northern Territory.

To His Honour Education held a major position in society and so he was President of the Royal Melbourne Institute of Technology, Chancellor of both Deakin and the Northern Territory University now Charles Darwin University amongst many other Education Honours. He openly supported school students on their education journey and valued greatly the work of educators regardless of the field they were in.

Attending the service was his beloved dog, Freja, there to farewell her master and constant devoted companion.

His journey out of the Convention Centre, was to the tune of his much loved Waltzing Matilda, as indeed the poet Banjo Patterson was a great favourite of his.

And so, one of Australia’s truly great leaders, a thoughtful, brilliant, wise and kind Gentleman, a true Man for All Seasons, respected by all, is now at rest.

Written by Chris Tudor

Principal Thoughts 2025// Issue 2: The Importance Of Community

Fri, 31 Jan 2025 04:59:31 GMT

The Importance of Community

I taught with someone years ago who had previously exited society and lived for one or two years as a hermit somewhere in the wilds of Tasmania. I guess he achieved emotionally what he wanted to achieve and on returning to society spent the rest of his life valuing community.

In a Musical I produced on the Dicken’s character Oliver he played a warm and engaging Fagin, highlighting his natural affinity for the value of community. Maybe the isolation that he had experienced and the hours of self-reflection were what enhanced his ability to be a brilliant, understanding, creative teacher who had an amazing capacity to relate to students having difficulties academically or with behaviour. Not all teachers have that capacity to a high level. Commentators think it can be taught. Maybe some of it can but beyond that it relates to a particular teacher’s gift.

One of the great values of school, where students meet as a group, is the ever - evolving understanding of what it is to live in a community. Some find it easy, to some it’s a challenge but usually all will gain from it. I didn’t enjoy my first four years of schooling but they were really valuable with the many lessons I learnt about living in community. My first class (grade 1 - no transition) I guess had about 35 students in it.

After a bad first day (I can still remember it) I settled in and worked out the best way to make friends and how to get on with the teacher. I learnt quickly that it was stupid to fail to get on with the teacher, the results of which were very unwelcome. I remember her name and she drove an FC Holden. It is worth noting that by grade three there were 54 students in the class. By this stage many students had become proficient in relating to teachers. In a class of 54 there was such a great variety of personalities with gifts and obvious problems and even at 8 I learnt about understanding, tolerance, care for others and right and wrong.

So many important lessons continued to be learnt throughout my school days. It was an ongoing evolution, enriching understanding day by day. There was the joy of success, the disappointment of failure, understanding ways of relating to others positively and to avoid being the messenger of hurt and sadness. This was a big one and when one looks at the daily news it is obvious that some of the notable leaders have absorbed little of this compassion. These lessons are complex and are learnt over years, not at one sitting and often out of one’s own pain. But then schooling is a 13 year plus process and indeed lifelong learning is so much the jewel of the wise. Over the weekend I was involved interviewing a number of year 12 graduates who had applied for scholarships with the organisation I am involved in. I have done this for a few years and have met a number of fine young people who have benefited so much from the “rough and tumble” of their 13+ years of schooling. This years group were amazing and made me proud to have been a teacher, though I had taught none of them. Clearly there are really good parents and teachers out there!

But I believe heaps of their learning had been as a result of a school community. Of course, there is also home schooling, and I know parents who have done this and have ensured their children have been engaged in some way in community, with other children.

It also makes me sad when I see students not attending school for no particular reason. I know how much learning they miss out on as well as the evolving experience of how to live effectively in the wider community. A school is usually an example of a wider community. Students learn that everyone is an important part of the community - students of different ages, abilities and sometimes other challenges are all important; staff who are teachers and those who have other jobs; the variety of people who come to visit. I used love hearing visitors say how friendly the students are. Progress surely was in the right direction. I’m a big believer in the role of older students showing care for the youngers. In a school community students grow up learning through constant reinforcement, to be considerate of others, to be aware of and reject bullying, to practice unselfish care for others and to be thoughtful, supportive friends. Of course, these days they are exposed to many of the negatives of community through television etc.

I was shocked at the hostile, negativity of the US election which appeared in all its non-glory night after night and I’m sure lots of our students saw it. Hopefully schools can pass on that this is not the way to behave in a positive community.

I believe appropriate community service should be an important part of any school community. This helps students to develop as caring citizens. The trouble that is being experienced around Australia, to which the community is struggling to find a solution, is a very sad aspect of society at the moment. Too often people look for excuses and not solutions. One solution is to ensure all students attend school where academic and social lessons are an ongoing part of the day’s program. Bullying is indeed a real “no no” in properly run schools. Home invasions, which are now commonplace are not only an example of a criminal activity but also of straight forward, unacceptable bullying.

It is from the nurturing and teaching in both the home and the school that the students develop fine attitudes that they can take into the community while they are students and when they leave and go out as adult citizens into the world. After years at school and growing up in a good and wise home, they learn and understand what is good, what is constructive and what is bad and unacceptable. Parents who deprive their children of the experience of a learning community are really causing them to miss out and they have much less chance to be constructive, kind and empathetic members of the community. If you have a opportunity to water the garden, particularly in the summer heat, you have the joy of watching plants thrive. If you don’t water them they simply shrivel away.

Written by Chris Tudor

Principal Thoughts 2025// Issue 1: The Terrific Value of "New"

Wed, 22 Jan 2025 06:30:02 GMT

The Terrific Value of "New"

I’ve never forgotten the excitement of turning the pages of a new exercise book, covered by my conscientious mother in first brown paper, then a pasted picture from some calendar or magazine and finally with fine plastic that clearly had a dubious length of life. I can’t remember whether covering our books was an option or whether it was mandated and if you didn’t you would get into trouble - getting into trouble was part of the norm, in my memory.

However, I was proud of how my book was covered as my mother was clearly more skilled than the mothers of many of the other children in the class. My brother was extremely neat (and still is) and I was naturally untidy (and still am) and I think part of my mother’s care was to encourage me on the unnatural path to neatness. As teachers, these days, we try to encourage good habits by demonstrating, setting an example and rewarding rather than scolding.

Back to the book. The newness of it and the careful covering did set up a feeling of pride. By grade 4, I was still sloppy with my work, but by grade 5 I had adopted my mother’s passion for keeping a neat exercise book. My year 7 Poetry Exercise book from 1963 now sits on my bookshelf in easy reach. It was from this first lesson that the St Philips new motto emerged in 1988. The illustration on the relevant was carefully executed by me, the writing was in the fine cursive of the day and I’m still proud of it. I can still remember the excitement I had when I viewed the pristine first clean page for the year and my determination to only put the best marks on it.

As a Principal I used to say to the school how important was the first page and what value there was in putting only their very best marks on it. It is indeed an opportunity for a student to really do their best from the start. When a book is worn and tatty it is much harder to do this. Lesson - avoid a book becoming worn and tatty - really value taking care of it. I guess the same can be applied to work on a computer. My father used to say, “near enough is good enough as long as it’s perfect”. He was a practiced perfectionist, his standards were often out of reach, but we got his message.

“Macavity the Mystery Cat” was lesson 2. I enjoyed the poem, and it was a good introduction to the 1939 poetry collection “Old Possum’s Book of Practical Cats” by T.S.Elliot. On the blank page I drew a very fine “Macavity” but unfortunately, he looked more like a dog that a cat. However, I was rewarded with an excellent, probably because I gave it a really good go.

Another Poem we were studying had the words “Blood Red Was the Moon”. Determined to be authentic, when I drew the relevant horse, rider and night sky with a large moon, I pricked my finger and painted the moon with my blood. The thought was that it would be fiery red like a “Blood Moon”. The person supervising knew that I was on a mission to failure, for with my blood the moon simply turned brown. Huge disappointment!

However, what was wonderful in the teaching was that I wasn’t told no but was rather given the opportunity to find out for myself. Back to my Poetry teacher who was also my Science, English, Geography and History Teacher, who took me and eight others the following year on his annual hike to the Lighthouse on Wilson’s Promontory. He was gifted and certainly inspirational. Yes inspirational. Some teachers are naturally inspirational, but I believe that most can lean to be inspirational. I also think that Principal’s should work at being inspirational, as they are truly not simply administrators but the Educational Leaders of their School.

I’ll pause at this juncture and list some of the lessons which may be useful.

The lesson of the first, pure, blank page in a book (and the computer equivalent) is worth thinking about and can be well used as an effective analogy.
The teacher shows by their actions that they really care about the outcome.
Example is one of the World’s great teachers. *Demonstrating, setting an example, rewarding rather than scolding, is often the best way.
Change in a child can take a long time - it is unlikely to happen overnight.
“Near enough is good enough as long as it’s perfect.”
Reward a child for having a go, regardless of the outcome.
Principals are not just administrators, they are the Educational Leader of the school.
Teachers should be or learn to be inspirational. Boring doesn’t work.
Principals should believe in themselves and the fact that they can be inspirational.
But it is not only the students who should start the year with a pristine page - teachers should and I believe Principals should also.
As a Principal it is always good to reflect on what went well last year and what didn’t go so well. It is then helpful write some useful words on this brand new blank page which shouldn’t be lost. I like to get an interesting note book to do this and keep it in a prominent place. Bits of paper and computer notes are easily lost or forgotten.

I know many schools have staffing and security challenges. However, a positive approach and positive thought can ultimately make a difference, even when things are tough. I really hope this is a satisfying year for you, your staff and your students. Good Luck!

Written by Chris Tudor

Professional Development Calendar 2025

Wed, 22 Jan 2025 04:27:39 GMT

We have recently updated our Professional Development Calendar for 2025!

To learn more about the exciting professional learning opportunities available in 2025, visit our Professional Learning Calendar here:

Welcome to 2025

Wed, 22 Jan 2025 04:25:04 GMT

AISNT welcomes students, staff, parents and carers to the 2025 school year!

As students return to our schools for a new year we wish them all the best in their learning, and look forward to hearing about the wonderful opportunities provided by our schools.

Honourable Austin Ashe AC KC

admin@aisnt.asn.au (Liam Salter) — Tue, 14 Jan 2025 01:23:23 GMT

A True Inspiration to Territory Education

HONOURABLE AUSTIN ASCHE AC KC

The Association of Independent Schools of the Northern Territory mourns the loss of the Honourable Austin Asche AC KC, the Association’s Patron since 1993.

Education was of the utmost importance to his Honour who had great belief in Territory Education which he fully supported, encouraged and inspired.

A highly acclaimed academic, who continued to learn and generate ideas throughout his long life and was renowned for his love of literature, the classics, history and the law. Banjo Patterson was a favourite of his and even at his vast age he was able to recite poems, word and punctuation perfect. At the annual Independent School Teacher Awards Ceremony, he presented World Class, brilliantly crafted speeches, complete with targeted humour, which are immortalised in an entertaining booklet, “Teachers On Top”.

His Honour’s legacy will continue on with memories of his vast and well considered wisdom never to be forgotten.

We would like to extend our condolences to Wendy and Harry Asche and their family.

May this Great Australian rest in peace.

Principal Thoughts 2024// Issue 29: With the End in Sight!

Wed, 04 Dec 2024 06:52:18 GMT

With The End in Sight!

By the end of this week is the beginning of December. The end of the school year is in view with still much to do. Enrolments are no doubt still not finalised and there may be teachers to appoint. There may also be some last-minute resignations which are always inconvenient. I recall a resignation on Christmas Day - great Christmas Present! Sadly, he was a longer-term pioneer of the school and would be greatly missed. But there was a need to move his family interstate, and the opportunity came when it did. Not his fault, just remote circumstances and we still keep in contact.

Over the years I seldom had a January when I wasn’t appointing staff. However,ever all was often not lost. I managed to appoint some wonderful staff who stayed for years and made a terrific contribution to the school. Yes, the glass can easily be half full rather than half empty, a good saying for any Principal to keep on hand.

Though appointing staff in January is not easy, it is still important not to take a second-rate rate candidate in desperation. That feeling of desperation can undermine a good decision and can bring grief in the new year and obviously high standards must be maintained. In January referees are often hard to find - you just have to be persistent. I would have to often break my holiday to interview, which would sometimes be by telephone, not ideal, or by flying the candidate near to where I was on holiday. Face to face is always best though Zoom is much better than telephone. However, referees are absolutely key in this process. I did have some “doozies” and in spite of all care this can happen, so a probationary appointment may be appropriate. One appointment I made in January was very disappointing. He officially accepted but then “pulled the pin” two days before school started - very inconvenient and unprofessional!

Though a very busy few weeks of the year, it is also an important time for reflection - what went well, what could be better etc. Time spent doing this is definitely time well spent, remembering that it is really important to mentally celebrate some of those successes and also share them with the staff before they leave. It is important that they go on holidays feeling positive about the school. In the same vein, don’t let the students go without good positive messages to them. Christmas holidays morale is invaluable.

This is also a time of year to celebrate how important teaching is as a profession. Society relies on it as they entrust their children to teachers who walk some part of their life’s young journey with them and in doing so make a difference to their present and their future. I’m sure all of us as adults will recall teachers who made a difference to us. There is no question that it is a hard profession, exhausting, but rewarding and one to be proud of belonging to.

Teaching is also a creative profession. Good teachers are always thinking about how they might tackle their craft better, though they may come to the conclusion that what they are doing is tried true and the best. It is always good for teachers to acknowledge what really does work well.

As the year wears on the school staff become tired. I was always grateful when the ten ten-week term came in. It seemed to have a better teaching rhythm than that of the old three term year. Three terms resulted in three 13 13-week terms which to me was too long and time in the last two or three weeks was often unproductive and wasted. I found that in the ten-week week term week 7 was always a week of pressure when both staff and students were obviously tiring. I can’t remember which part of the 13 weeker were pressured but I’m sure it was well and truly there.

As the staff become tired Principals should show their positive support to everyone in whatever creative way they can. Part of a Principal’s important role is to promote the school to both the staff and students.

Choosing a number of examples of why the school is a good school or why as a community we like the school. It is also good to ask students what they like about the school and the same with the staff. Staff and students want to be proud of the school and the principalipal can take a big part in promoting this. As people tire it helps to be reminded about why the school is a good one at which to work. Promote and promote!

Don’t only promote what the school has done but, if possible, what the school is going to do. Too often we forget to do this and yet such expectations can be really powerful. The Histories of our schools and how they have developed is also interesting and important. This should not sit as a dusty file or manuscript on the bookshelf in the principal’s office or in the school archives. These stories are really worth telling and re-telling.

Back to teachers and the essence of the Art. I have written this story in an early Principal’s Thoughts but there are so many Principals who are new. The piece is called “Fine Words of Wisdom” and celebrates the great value of teaching.

The Custodian of Timeless Wisdom sat quietly on the Stone Of Endless Wonder, listening to the tales of those sculptors of the Ancient Art of teaching before him: of stories delivered under countless trees of knowledge; of scientific experiments conducted with the Archimedean bath tubs of time ; of the endless sea of eyes moving across oceans of books, washed by the tides of years and eager minds; of lessons before the masts of ships and in farms where ploughing churns the soil of knowledge and understanding with hope year after year, decade after decade and century after century.

And he listened to the tales of the modern world of classrooms found in shipping containers or schools in huts with little more than a blackboard, to modern schools with air-conditioning and parquetry flooring, digital tools and exciting devices. The ageless art of teaching was indeed diverse.

The Custodian’s warm grey eyes starred kindly at the group before him. He appreciated the effort they had made, to come from thousands of years of teaching, to share with him.

“Teaching,” he said, “is the pivotal task of life.”

“Teaching is indeed the oldest art and it is without question the oldest profession. Aspects of teaching have definitely changed through the ages, but clearly what hasn’t changed is that first and foremost, teaching is built on relationship. Teaches from all the ages, remember if you build a relationship, then you build a person; if you build a person, you help build a community.

And as they headed back to their ages and communities he smiled knowingly the smile of ultimate satisfaction for he had said what was of greatest importance to him.

Written by Chris Tudor

Principal Thoughts 2024// Issue 28: You Have To Do IT To Know You Can Do It

Wed, 20 Nov 2024 04:26:21 GMT

You Have To Do It To Know You Can Do It

If You Do It You Get Better At It Encouragement is A Wonderful Gift

These words “wafted” into my brain at about 2.30 in the morning and in line with a presentation by Andrew Fuller, I know I am the type that, regardless of the time I MUST get up and do something about it. In this case to write it down immediately or sleep would quietly float away for the rest of the night.

The thought for the above title arose out of me watching my young grandchildren as they ploughed their way through their first season of baseball. I was so impressed with their coach, a volunteer who relates well to youngsters though he is not a school-teacher. The basis of his approach is encouragement, knowledge, patience, persistence and earned respect. Pitching is super hard in junior baseball. Players arms are yet to strengthen, the process of pitching is still to be perfected, and the size of the batters vary so much, with the greatest challenge being a small baseballer. This is because a strike can only occur if the ball is pitched between the batter’s knees and shoulders - so much easier with a six-footer! The coach supported whoever was pitching every step of the way.

I’ve watched through the season as the young players, who have ultimate belief in their coach, have noticeably improved. Despite their improvement, their coach “soldiers on” to direct and encourage them to become even better. He knows that satisfaction will come as they improve and move towards becoming reasonably accomplished. The coach is dedicated not only to give the gifted, fast learners a go but to encourage all his chargers. And of course, the coach sets the tone for the “under” coaches manning first base.

I asked my two small baseballing grandsons why they thought their coach was great and out came the golden word “encouragement”. “Not like x coach who yells ‘don’t do that do this, get on and do that.’ Their coach would say ‘good on you -you are coming on; just move your arm closer to your ear.”

He also knows all their names and is friendly, not remote but nevertheless insists on respect. He is naturally a good teacher. Yep - the golden word of teaching and also being a Principal - “encouragement!”

When I started teaching, I was a little shocked when I went into the staff room because it was a den of negativity and complaints. Negativity is poison in a school and must be fought against. Some teachers had also claimed sections of the staff room as their own! As we all know, teaching is challenging but this challenge should not be met with negativity. Making the staff room a place of positive interaction is a worthwhile challenge for a Principal - maybe naming it something less pedestrian as the “staff room”. One place I worked in called it the “Community Room”. As they say “what’s in a name?” Well, a fair bit!

I recall a teacher who, at the start of the lesson, went to the filing cabinet and probably for the fifteenth time, pulled out typed lesson 25, the lesson marked for that day. It was fine, covered what was required well but sadly lacked inspiration and perhaps ignored the fact that the current students were somewhat different from those fifteen years ago. Creativity should never be static and lessons should be current not just re-hashed.

I’m a fan of Dr Stephen Brown who comes to the NT to deliver his wisdom a couple of times each year. In his recent presentation he talked about a “Learning Culture” in a school- not only amongst students but also amongst teachers. I’m convinced that the example of learning set by teachers has a positive effect on students and the school.

It was fortuitous, when I was doing my Grad. Dip. Ed. Admin that I was able to give the students their last lesson before their year12 Australian History exam and I was able to say I was also doing an exam that afternoon as well. “Remember to take time to plan your essays, answer the question set, back up statements with evidence, have an introduction and conclusion and ruthlessly stick to your planned time so you are able to finish the paper”. I’m sure they saw me more authentically because I was also a learner and probably took more notice of what I advised. Unfortunately I didn’t follow my own advice - but only I knew that.

Dr Brown firmly believes that if a school is to truly thrive it must have a learning culture with both students and teachers being learners. Collaboration within an organisation is a way of learning with a notion that two minds are better than one. It is worth remembering in this process of learning there are three aspects: What we know; what is known; new knowledge. What we know is the knowledge of those involved. What is known is the knowledge from theory and best practice. New knowledge is the knowledge we can create together. For this to be successful a person must be a good listener, a thinker and not shy to contribute. My outspoken grandmother strangely used to talk about someone who didn’t listen but was also highly opinionated, as a “Johnny Know All”.

Collaboration doesn’t work well with a “Johnny Know All”. Something noted by Dr Brown, which made sense to me, was if you, as the Principal, want progress, it is important that you firmly believe that it will not occur effectively if your focus is about how many people you can tell what to do. Rather, it will occur via the number of people you can understand, empower and motivate. What an important, powerful and enlightening statement.

I also found three phrases Dr Brown mentioned valuable. These can be used to influence progress:

What If; I Need Your Help; Would it be helpful If?

Kurt Hahn who was a very successful and creative educator, would encourage staff and students to undertake something by saying “You are Needed.” The effect of his Educational Philosophy, is tried and true and still felt today, so many years later.

Another observation from Dr Brown’s presentation, which I have been thinking about, is that “90% of decisions are driven by emotion”.

As Principals we are all involved in an intense people game - little people, middle-sized people, big people. (You can read that as you wish). It is always worth remembering that a person has to have the opportunity of doing it and possibly initially not doing it as well as they might. They need to gain experience through practice and this is all under an umbrella of support and encouragement. They will grow indeed if they feel part of an organisation that has a strong learning culture.

Written by Chris Tudor

Principal Thoughts 2024// Issue 27: Ideas, Ideas, Ideas

Wed, 06 Nov 2024 04:36:00 GMT

Ideas, Ideas, Ideas!

“If My Thoughts Have Generated More Thoughts Than I have Achieved Something.”

Here are some ideas that have wafted across my wandering mind over the last week.

I went to Coolum in Queensland to meet my new Grandchild and catch up with his two young sisters and Mum and Dad. I had a wonderful time and lots of fun. There was much travel and therefore time to think. I find a plane at 35000 feet seems to help promote thought.

I was reading “Rambling Man” a biographical tale by entertainer Billy Connolly. It is really interesting, entertaining and covers many of the fascinating journeys he has taken through life. One sentence which did jump out at me was: “Using the right words in the right way on the right occasion can make all the difference.” This reminded me of the major challenge Principals face as they journey through each day, dealing wisely with tricky situations.

I was sitting outside nursing my little grandson when I took particular notice of a Butcher Bird. This name is unfortunate for such a bold little bird with an invigorating personality. The bird had made himself at home near the house and would boldly venture inside to see what tucker he could pinch. However, it wasn’t this that particularly caught my eye but the concert he gave as he sat atop of the trellis on the back patio. His singing was magnificent with, it seemed, every note being special and delivered with real energy. But he had not only one song but an entire concert which was so impressive. I have seen Lyrebirds in action, but the presentation by this little bird was new to me. As I listened to the variety of his music I began to wonder if he was imitating songs in addition to his own. On to Google and yes that was the information provided. It explained the magnificence of this little bird’s impressive concert. However, I only saw and heard the concert because I had time to Observe, Absorb and Process (OAP).

This is so important for Principals and Teachers to do, but if they are too frantic, they may indeed miss a child or staff member’s “concert” and so know much less about them.

I believe this Butcher Bird has a high self-esteem and puts that to good use learning his repertoire. He would never have bothered to establish such a fine repertoire if he didn’t have a good imagination where he could visualise himself delivering such a professional concert. Yes, and a good Principal must have or develop a similar imagination and picture a how the school can be enhanced and how it might progress. It is not enough for a Principal to be simply a good administrator. The job, by definition is a creative one.

Modern life can be frantic and as a result choke out the opportunity to learn more. Learning is most important for a Teacher and a Principal and both should make this a priority. Learning enhances understanding and combining that with personal reflection can be a truly growing experience. Not giving teachers the chance to learn is a pity and will have a detrimental effect on a school. In a similar way a Principal, I believe, should see learning for themselves as enhancing the culture of their school by modelling something which will enhance Teachers if they embrace it.

I have found that after retirement from being a Principal, I discovered more and more to learn. Learning is stimulating and exciting and promotes a world of wonder. I don’t often see an Owl but did the other day. A beautiful, proud and smart bird, able to sit motionless for ages with clear, acute, vision, seeking for even the smallest game. A fine word “Owl” and its letters can stand for Observe; Wonder; Learn. I think that is a really powerful saying to teach children and to help staff. I was always disappointed in myself, after I had attended a really good PD, leaving the occasion enthusiastic but then failing to inject any of what I’d learnt into my practise. My excuse was I was too busy - not a good excuse.

This naturally leads onto Thought. Thinking is a magnificent gift we are given, though we are often so busy we don’t have time to think to the level or breadth of our satisfaction, which is a pity. However, it is important for a Principal to think deeply, creatively and constructively.

A Principal has the right of original thought. Though their ideas may be enhanced or substantiated by another’s thinking, they don’t always have to be. A Principal must have the capacity to be confident of their well considered ideas. I always thought it was a tragedy when I saw a Principal unconfident about their ideas and therefore unable to make a decision other than maintain the status quo. Creative decision making is part of a Principal’s tool kit; “fence sitting” is not!

Any Principal knows how important “Play” is for Children. Not all activities have to be organised within an inch of Child’s life. I’m a great fan of “Bluey”. I think it is a wonderful creation and I’m very pleased that so many people, not only in Australia but around the World, have embraced its value. Recently I was introduced to the “Bluey” song “Rain. “It is such a worthwhile song, and I set about learning it on my Mandolin. It seems to me that the song highlights play, rich but simple, carefree but creative. It is pertinent to someone living in Alice, where the rare event of a rainstorm results in Children roaring around, playing in the rain and getting thoroughly soaked. The song expresses this but describes the simple fun that the Children had making basic boats, and I assume sailing them down the gutters on the side of the road. Play is important but it doesn’t have to be complicated, and Children should be encouraged to play. And it is not always age specific.

Recently a relatively simple “Jungle Gym” was put into the new Discovery Centre development at St Philips which is a secondary school. The original thought was it would be great for the year 7s. But no, older students got “right into it” as well. Play can be unpredictable and not everyone wants to kick a football! As a parent or grandparent kids will want you to join in the play and have fun and how that all happens is interesting. What should be remembered is to resist the temptation to take over. Instead, their creativity must be respected. Sadly, some adults want to always be the expert and so don’t allow the Children to have their own creative time based on their own imagination.

Encouragement is at the apex of what a school should be about. Students and Teachers respond to Encouragement much more than criticism and they will both be more successful if encouraged. Teaching is a difficult game and Teachers can become disheartened. They need building up rather than shooting down. Of course, there will be times when criticism is warranted, but it is advisable that this is used carefully. Pupils also become disheartened by unwarranted criticism and rather than spurred on to success, are more likely to give up. Related to Encouragement is Understanding and behind Understanding is Reflection. Why is this Happening rather than simply this must not Happen is the valuable question. By asking this there is a greater chance that a valuable answer will be found.

Of course, the strength of a Principal can be demonstrated by modelling gifts such as encouragement. A Principal setting an Example is a powerful force in a school and though not always realised by the Principal, it will be noticed, and staff and students will talk about it. Students are likely to go home and tell their parents about a word of Encouragement rather than a Sentence of Criticism.

I guess today’s thoughts highlight what an eclectic job being a Principal is. Of course it is not for everyone, but rather it is for those with the right personality and gifts in their kit bag. It is one of the most challenging but interesting careers in the world. And being a Principal one belongs to a global group of people all wanting to do their best by their staff, students and schools.

I enjoyed the International Confederation of Principals’ Conferences I attended and the chance to share with other Principals from different Countries and Cultures. I found I learnt heaps from others, often in very different circumstances to me, through good conversation and indeed “good listening.”

Quick Thoughts:

Observe Wonder Learn.
Observe Absorb Process.
Original Thought.
Be Constructively Creative.
What is a person’s “concert”?
Play rich but simple, carefree but creative.
Encouragement is the Apex, related to Understanding and Reflection.
Why this happening, rather than this is must not happen.
Principals must demonstrate/ model behaviour. An example is golden.
Good Conversation and Good Listening.

Written by Chris Tudor

Principal Thoughts 2024// Issue 26: Let’s Celebrate Teachers and Teaching

Wed, 23 Oct 2024 04:53:48 GMT

Let’s Celebrate Teachers and Teaching

Our profession of teaching is vitally important to not only Australia but also the world. Society suffers if teachers and teaching is not afforded the respect that is deserved or the existence of schools and what they offer is simply taken for granted. Societies which respect their teachers benefit from this. Of course, this won’t happen if teachers are required to present a negative anti-social curriculum, but I’m excluding this situation in this presentation. Sadly, the presentation of education as a negative pursuit does exist in parts of the world today which is nothing short of devastating.

In celebrating teachers and teaching it is of value to think how extensive it is, how diverse it can be, but how far reaching it is and indeed its effect. Of course the largest population of teachers are parents who start the process on the day their child enters the world.

As humans we are all individuals: no-one is a clone of another. That is a wonderful aspect of our world and as a result the world’s population makes an intensely coloured cloth, sporting millions of colours all different even if some present as similar. When I think of this it reminds me of a beautiful blanket I bought in the mountains of Guatemala covered with colours some of which were so intense they made you blink. I used to drape it over my office chair to remind me of the huge diversity for which I, as Principal, was ultimately responsible. Strangely, one day a visitor came into my office and looking at my brightly coloured cloth, exclaimed excitedly “you have been to Guatemala.” Well that is food for thought.

Nevertheless, our society is keen to push people into being a statistic. But we know, as teachers, we must be dealing with people as individuals. It is concerning to shift students simply into norms: “I’ve got 3 of that, 10 of this, 7 of X and I don’t know about the others.” This “norming “can be dangerous, detracting from a person who is an individual.

I like to think that schools throughout Australia and indeed throughout much of the World, vary in how education is presented, what is taught and how it is taught. What is key is that most schools provide important well thought out opportunities for young people to learn.

Sorry! I need to digress from the exclusivity of the word “young people.” If people are to be life-long learners there need to be places of learning aside from self - teaching, learning at work etc. In fact, there are many places for adults to learn: obviously Universities, TAFE’s, University of the Third Age and many others.

I have mentioned before that I started teaching at Wangaratta Technical School, years 7-10. Fortunately, in this country town of 17,000 people, there was a Learning Centre dedicated to adult learning. In my first year of teaching I was recruited to teach Year 12 Australian History one night a week. Bar one student I was by far the youngest person in the room. These adult students had chosen to do this for a variety of reasons. Sure, initially the class didn’t know how to treat me - but we developed a good relationship and had an interesting year. One of my students was a local senior sergeant of police and was probably 30 years older than me and was not the oldest in the class. He informed the class at some stage that he was a direct descendent of Aaron Sherritt who was associated with the Kelly Gang and in the end shot by one of their number, Joe Byrne. Nothing like being close to history.

Some years later when I was teaching year 12 Australian History in Maryborough Victoria a parent of one of my students was keen to take up the subject and come to my classes. She was welcomed and so a 50 year old Mum joined the class and proved to be a conscientious student. She behaved very well!

Teachers usually meet and are associated with a large number of people, both adults and children. But there are situations where this is not the case. Jill, my wife, started teaching in a two teacher school and in those days there were still many one teacher schools in Victoria. Of course the NT has many small isolated schools and members of AISNT have their fair share.

During my first decade of teaching, numbers of these small schools began to be shut down with students being bussed to larger centres.

One of my favourite Bush Poets, as I have previously mentioned, is Father Patrick Hartigan, who wrote under the name of John O’Brien. He was a country priest and an observer of bush life particularly in Narrandera where he was the local priest for years. He also spent time, even after ordination, being inspector of schools in the diocese of Goulburn in 1910. His poem the “Old Bush School” is written in another age but I suspect some aspects of this education still exist today. However it is also very much part of our Australian Education Heritage. What is notable, that despite the lack of many education niceties we have today, children in fact did learn.

Here are some memorable extracts.

Verse 1.

‘Tis a queer, old battered landmark that belongs to other years; With the dog-leg fence around it, and its hat about its ears’ And the cow-bell in the gum-tree, and the bucket on the stool, There’s a motley host of memories round the old bush school.

Verse 2.

With its seedy desks and benches, where at least I left a name Carved in agricultural letters - ‘twas my only bid for fame; And the spider-haunted ceilings, and the rafters, firmly set, Lined with darts of nibs and paper (doubtless sticking in them yet). (This is particularly familiar to me with my time at the local Primary School) And the greasy slates and Blackboards, where I oft was proved a fool And a blur upon the scutcheon of the old bush school.

Verse 6.

Early rising in the half - light, when the morn came, bleak and chill; For the little mother roused us ere the sun had topped the hill’ “Up, you children, late ‘tis gettin’.” Shook the house beneath her knock, And she wasn’t always truthful, and she tampered with the clock.

Verse 7.

Keen she was about “the learnin’,” and she told us o’re and o’re Of our luck to have “the schoolin’,” right against our very door.

Through the World there are schools with basic facilities like this. I’ve seen students taught in Africa and Indonesia in really basic structures - no glass in the windows, not much in the teaching space. In Africa , one little fellow whom I helped paint a rubbish bin in bright colours, whose school was one very simple, undecorated room, explained to me he wanted to be a lawyer. He was keen enough for perhaps luck to come his way and this to take place.

I know in the Territory, there are a real variety of learning places using whatever is available, what’s affordable but not compromising on the goal which is teaching Kids. Essential is the teachers’ ability to put into practice “Telationship”- that is teaching is about establishing a positive productive relationship. Teachers are indeed a wonderful army of talented people dedicated to creating a situation where learning can take place - creative energetic, smart and essentially adaptable.

Throughout the World people value schools, however humble they are, and want their children to grow up learning and they mostly respect their teachers. I always have imprinted on my mind the marriage certificate for my great, great(etc) grandmother who signed her wedding certificate with a squiggle whilst her brand new husband clearly wrote his name. He had been to school, she hadn’t.

In this day and age I am sad for the communities where girls are restricted in their education. I find it extremely unacceptable. I also have a sharp pain in my stomach when I see in Australia some children not attending school when they clearly have the opportunity to take advantage of what is available.

Learn, learn, learn - there is so much to learn and one life sadly can’t capture it all. Learning is enhanced by the willing spirit of teachers prepared to learn their craft and then go out and help “make it happen” for kids.

Schools of course aren’t all in the one place and teachers as a community have to be mobile and adaptable if schools are to be effectively staffed. Trainee teachers who were at University in Victoria on Studentships which provided them with financial support, had to give 1 or 3 years work in the Education Department, depending on the studentship they had. This meant they could be sent anywhere in Victoria to teach. A friend of mine contacted the Department requesting that he work in the difficult underprivileged area of Melbourne where he had been undertaking youth work with challenging young people. The Education Department in their wisdom ignored this and sent him to a small settlement of 300 called Balmoral, in the Grampians. Being a dutiful citizen he packed up his Morris 1100 and headed west on the 6 hour, 384 km journey to his new school.

As it turned out he had a great time at Balmoral High School, met new friends, played local cricket and discovered how much better his leg break turned on the country matting surface.

There are many teachers in the NT who have pulled up stumps and taken the move to a school somewhere in the Territory even though it may be 1500 to 3500k back to family and friends. As Principals many of us have employed heaps of new grads from interstate, who have decided to make the big trip to the NT to start their teaching career. There are those in Alice who saw the Todd flow three times and consequently stayed for life or a long time.

An American teacher in the NT, whom I know, headed out to remote Africa to teach for two years with the Peace Corps in a challenging French speaking country. Teaching and adventure do go together.

A former student of mine was prepared to go to South Africa on a Gap Year, to a school whose curriculum focussed on native animals. Conveniently the school was situated on the border of the famous Kruger National Park. He had a great year. He eventually moved to Zimbabwe where he became head of Music at one of their noted boarding schools.

I had an interesting experience at an education conference I attended in Wuhan in China on the Yangtze River. We broke into “buzz” groups and listened to each other’s stories about why we became teachers and why we ended up where we did. The two charming Chinese teachers in the group said that the marks they received in their final exam meant they were automatically channeled into Teacher Training. This was to be expected and they accepted this. After graduating they were sent to where the state wanted them to go. For one it was a great distance from their home.

However they didn’t complain - to them it was “id est Quod id est.”

Teachers, yes - brave, bold and adventurous, but dedicated to making a difference to young lives no matter where they are throughout the World. I’m proud to be part of that global team as I’m sure you all are.

Written by Chris Tudor

Principal Thoughts 2024// Issue 25: Where do I Start?

Wed, 09 Oct 2024 05:01:48 GMT

Where Do I Start?

This is a question I often ask when I sit down to write my weekly Principal Thoughts. The questions buzz around - what might be important; what might be valuable; what might be helpful; what might be thought provoking? These are all questions a Principal might ask before talking with their staff. This morning I was set on an approach when I had a conversation with my brother, who is a very experienced and capable educator and as a result another variety of approaches were sown in my mind. This was highly stimulating but of course needed sorting. A principal may be a good administrator who will be appreciated. However they will also need to be a creative and inquisitive thinker. As we all know, in a school there is no shortage of stimuli for this activity.

HOW CAN SCHOOLS BE VALUABLE?

On the weekend I had breakfast with a former student and his wife. I last taught him in 1985 which is a little while ago. I was keen to see him and hear how life had treated him over those 38 years. Yes he had made a real go of it, set up businesses, worked hard and made a success of his life. He and his family eventually moved from Country Victoria to the Pilbara where they started a new life with their three young children all of whom eventually went to University after they had left school. The isolation of a mining town in a remote area had not been detrimental to them and, as we know in the Territory, it can also be an advantage. When my children went to Uni they had the experience of knowing that coming from Alice Springs other students were usually interested in them. If they had said they had come from Melbourne there would be likely that look of “Oh yea, whatever”.

I asked the former student the question of what was the most valuable aspect of his education. Without hesitation he said it was that it gave him confidence to tackle challenges, including new challenges and welded into him a belief that he could make things happen.

Consequently he tackled a variety of businesses, employed people and learnt what he didn’t know. He undertook SES type community work, including becoming proficient in mine rescue. He had the confidence to change direction when he felt it was right to do so. He said the most valuable part of his education was Outdoor Ed. He threw himself into Outdoor Ed and in his own way was not only an enthusiast but became a leader. Outdoor Ed gave him heaps of new experiences which demanded real courage to master - bushwalking, camping, navigation, rock climbing in the Grampians (big one!), abseiling, canoeing, bush rescue etc. He was a key person who embraced enthusiastically all activities and was always the first to volunteer when there was a need.

Confidence building in students is a key responsibility for any school which goes with a real understanding of each student and not just the ones that are easy to relate to. It is a joy for any good teacher to see confidence building in their charges. Real experiential learning is a good vehicle to do this. When talking to former students I’m always affirmed by the number who remember their experiential learning as very effective times in their education. Kurt Hahn, an enthusiastic exponent of experiential learning, emphasized the value of real, rather than token experiences. Outward Bound and The Duke of Edinbugh Award Scheme, both of which he founded, still exist Worldwide today and are extremely successful at making a difference to the lives of young people.

THE IMPACT OF MUSIC IN LIFE

At a recent test I was having, the medico running it said that he was retiring soon and aimed to take up learning the piano. He was going to do this because he had always wanted to and also because he knew of the positive effect learning a musical instrument had on the brain, something to consider particularly in the ageing brain. I’m really impressed with the Steiner School philosophy which makes learning a musical instrument important and a priority. With this in mind I searched the internet to see what I could find out about music and the brain. Research from the Harvard Medical School concluded that “Music activates just about all of the brain.”

The article I read says “Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex…………Music also activates a variety of memory regions. And interestingly, music activates the motor system.”

Furthermore the article goes on to say, “Brain pathways - and even whole networks - are strengthened when they are used and are weakened when they are not”. With music they are being used. This is a very small glimpse of a most complicated topic but it is enough to convince me to keep playing music each morning and I would like to think students everywhere could do the same, but it needs to be presented in a constructive, creative and enjoyable way. Maybe the days of learning the recorder were more valuable than we thought at the time. Happily I know that many schools make music a priority.

PERSISTENCE

For some reason I became interested in the word Persistent. I enjoy words and their origins and am always fascinated at how their meaning can “balloon out”, sometimes accurately but other times spuriously. I managed four years Latin when I was in secondary school and was informed that it would be needed if I was to be a lawyer or doctor. Well I became neither and that requirement did die out anyway. Though I didn’t enjoy Latin it has generated moments of interest throughout my life. However, rather than enjoyment I did require a fair amount of persistence to get through year 10 Latin. Take the root of the word “Persist”. It is derived from the Latin verb “persistere”. This means to continue steadfastly or to hold to a course of action. It has been immortalised by many interesting and useful quotes:

Aristotle - “We are what we repeatedly do. Excellence is not an act but a habit.”

J.K.Rowling - “Rock bottom became the solid foundation in which I rebuilt my life.”

Benjamin Franklin - “Energy and persistence conquers all things”.

Marie Curie - “life is not easy for any of us. But what of that? We must have perseverance and above all confidence in ourselves. We must believe we are gifted for something, and that this thing must be attained.”

Winston Churchill - “Success is stumbling from failure to failure with no loss of enthusiasm.” Churchill, great leader that he was, had no shortage of failures.

Mother Teresa- “Be faithful in small things because it is in them that your strength lies.”

Albert Einstein - “It’s not that I’m so smart, it’s just that I stay with problems longer.”

Cathy Freeman - “You’ve got to try and reach for the stars or try and achieve the unreachable.”

Benjamin Disraeli - “Through perseverance many people win success out of what seemed certain failure”.

Oprah Winfrey - “Turn your wounds into wisdom.”

In AISNT there are so many wonderful examples of triumph through Persistence by Principals as they develop new schools in challenging areas or deal with the many difficult social issues faced today. Or indeed as they tackle the problems of staffing in a remote area including finding the right principal willing to tackle some unique challenges. I think we do have a group of very special Principals..

With our students it is valuable to use the language of Persistence regularly so it becomes one of the key understandings of what a school stands for, and steadily it will become a belief amongst the school population - however it probably already is in most schools. My favourite with students was to have them say, “I can make it happen.”

The Latin verb “persistere” is made up of two components: “per” which translates as “ through” or “by means of.” “sistere” which means to stand. Using the Latin can be done as a bit of fun, but nevertheless making a salient point.

I enjoy using the Latin sentence “Id est Quod id est” which means “It is what it is.” Using the Latin is eccentric but you may get a “what did you say?” Then there is a good chance the people you are speaking to may remember the translation and perhaps think further about it.

Being a Principal is like being a quality diamond which has been cut with so many facets that all have to shine. Sometimes I also felt it was like being a Rubik’s Cube!

Written by Chris Tudor

Principal Thoughts 2024// Issue 24: What's Next

Mon, 09 Sep 2024 01:06:24 GMT

What's Next?

There is no question, the position of Principal is a high pressured one often with not much relief on the horizon and the certain knowledge that demands can appear randomly at any time of the day and perhaps also at night. Usually, a Principal has to respond to these demands regardless of what else they are doing. That makes getting essential, longer-term tasks harder to complete and this can be frustrating.

Predictable demands are always there. It may be introducing something new to the staff or pushing the Strategic Plan further forward, knowing that this will be an expectation of the Board. It is futile to try and make progress with a Strat Plan the night before the Board Meeting and like so many things, this needs to be dealt with in a planned and effective way.

The words “What’s Next” should always be in a Principal’s Mind as a Principal should be always on the quest to make constructive things happen and not leave a trail of vacant time. When a Principal has completed a significant task there is the danger of downing tools for more than a recovery break rather than taking another step to move the school forward. Delaying a heap of tasks is not an advisable thing to do. The strategic question of “What’s Next” is always there.

The Principal’s job is to ensure the best “What’s Next" is chosen. Two obvious questions to ask are “What is the most Urgent?” or “What will make the Most Difference?” Another question may be “What will make me feel less stressed?” This question may be legitimate and worth considering. What is important is that a significant decision is made and not avoided. An unimportant decision may not be the right choice and perhaps can be delegated to someone else. A Principal doesn’t have infinite time. A Principal must be a willing decision maker and not a decision avoider and advisably should avoid being a Procrastinator. An unconfident Principal may choose something easy, uncontroversial and predictable.

I think it is of great advantage if a Principal is seen to be a willing and good decision maker. I have seen some Principals or CEOs who are unwilling or even fearful of making a decision and they will inevitably lose the respect of their staff.

There is an old saying that an enterprise will not stay static; it will either go forward or backwards. Sometimes Boards are wanting a quieter time after a dynamic Principal, who may be exhausting, has left. They can be attracted to a non - creative leader who will row the boat and keep the status quo ticking on. This is not - a creative or good decision.

HOW’S IT GOING?

A while back I read an article on how a noted company was giving up formal reviews and opting for a more casual approach and they found this to be less threatening and more productive. For many staff, going to see the Principal can be a little threatening with the feeling of “what’s wrong”. The question “How is it going?” is not controversial and opens a discussion which can be partly directed by the teacher. The aim is to have the teacher relaxed as the conversation winds forth. In any case, in a more formal review, it is most unlikely that a teacher will tell the leader everything. But in this more relaxed approach the Principal is likely to get some idea on how to support a teacher and encourage them. In the end the “How’s It Going” conversation can become a bit of a tradition.

“Hey, where are you going?” “I’m off for a “How is it Going” with our leader.” Mind you it may not be in an office but held sitting on a seat in the school grounds, under a tree.

GEOGRAPHY AND HISTORY

At the outset I am a supporter of the promotion of STEM in schools. However over the years I have been disappointed in the lack of promotion of the Humanities such as Geography and History. The World is continually brought into our lounge rooms by TV and onto our phones with news feeds.

There are so many crises in the world today and it seems to me that the United Nations is struggling to be effective. Years ago I taught year 12 Geography in Victoria and one of the topics we dealt with was called “Territories and Boundaries.” It was a fantastic topic and very relevant to the times. Today it would be just as relevant and no doubt is taught enthusiastically in various places.. The Middle Eastern conflict is before us all the time. I knew that the conflict is complicated and not as simple as explained in daily news reports. I grabbed a book off my shelf by Tim Marshall called “Prisoners of Geography”, published in 2015. Tim is a leading authority on foreign affairs and has had over twenty five years reporting experience in front line Conflict Zones. His Chapter on the Middle East shows how complicated that area is, far more complicated than most news reports show. Given that there are many people from Middle Eastern Countries now Australian Citizens it doesn’t hurt to be knowledgeable about the area as indeed it is to be about Africa, where I suspect many Australians know little about Sudan and the conflict there. Well, what about Bangladesh etc, etc, etc.?

And don’t forget the World of History. As is said, if the world is ignorant about its History, unwanted events can take place again, and there are obvious examples of that in the world today, all the time. And I believe the UN, which was the great hope when I was young is really struggling to be effective which is a huge worry. Our students will have to grapple with these things in the age that lies before them.

AVOID WINGE SESSIONS

In my early days of teaching an assembly conducted by the Principal or the Deputy was always a ‘winge’ session. I hated these melodramas because I knew they could be instead something positive, uplifting students and definitely staff.

I could see, from my vantage point near the back, students wriggling and giving all the signs of not listening. It was a waste of time as indeed a call over the microphone at lunch saying, “Those students smoking behind the shelter shed come to my office immediately - we know who you are!”

I’m confident they didn’t know, and this negative announcement would sweep across the playground like a darkening storm also sending a poor advertisement to the houses in the local vicinity. There are many other ways of giving negative messages particularly directing them exclusively to the specific culprits.

THE WINDOW

I’ve mentioned this a few times before, but it is very important. My very experienced old mentor said: “You must look out of the window, because if you don’t no-one else will.” One of a Principal’s most important tasks is to think and think creatively. There is so much thinking to be done in the honourable job of Principal.

CONCLUSION

I’m hoping these short headings - What’s Next?, How’s It Going? Geography and History, Avoid ‘Winge’ Sessions, The Window, will help to stimulate some creative thinking in the minds of Principal’s now in the field.

I know that ideas which blossom in a Principal’s mind will be helpful to them and ultimately their school. KEEP THINKING!

Written by Chris Tudor

Principal Thoughts 2024// Issue 23: Pride, Gratitude & Priorities

Mon, 02 Sep 2024 01:36:39 GMT

Pride, Gratitude & Priorities

I have just been down to Melbourne for “stuff” I had to do and this gave me a chance to go up to my little farm in the high country. It was beautiful as ever, though some trees had taken a battering in the tirade of high winds which swept through the South East of our nation. Other than a few fences damaged there was no other collateral damage to the farm. That was lucky. Obviously, the wind had been fierce, for some large trees had been knocked down. One was literally torn out, exposing its gigantic tap root. I have heaps of trees but only a few were badly damaged. Rather than bemoaning this, I was grateful for the lack of damage. Sadly, a few kms away, a new house was blown down! It is good to be grateful and to be thankful for what you have got and not focus on what you haven’t got, so long as you have sufficient to provide reasonable circumstances. And it is good to pass this attitude on to students.

At Uni, in the early 70s, one of my majors was Economic History. In this satisfying subject I was introduced to the ideas of Walt Rostow and his 5 basic stages of economic growth. To him all countries could be placed in one of these stages. Whilst his theory has been questioned it seemed to make some sense to me, and I have appreciated it ever since. The stages are traditional society, preconditions to take-off, take off into sustained growth, drive to maturity, and the age of high mass consumption. I found this theory helpful in directing my thoughts about the world.

I guess when I was little we were in the “drive to maturity stage”. We had one car, one radio, No TV, a hand mower, a copper to heat water for clothes washing, no fridge but we did have an ice-chest. When Christmas came we had a few presents and were excited to get these. There was nothing really which we lacked which was necessary. There was no reason for us to not be grateful for our life style. However, throughout my life we have steadily moved into the “Age of High Mass Consumption”: two fridges, two tvs, two cars, several radios, computer, I-pads, heaps of power tools, etc. etc. etc. In this age we have multiples of “better than, need to go again to Bunnings etc., etc.” I have so much more stuff and am grateful for what I’ve got.

I wonder, however, if my level of gratitude is actually now less in the “Age of High Mass Consumption”.

I personally do suspect that in society the “Gross National Gratitude” is now less than it was. As educators we should embrace a mission to encourage students to be grateful for what they have and insist, when appropriate, for them to say please and thank you. These special words are extremely important, indicate value and gratitude and in their own way are a discipline to combat the “evils” of entitlement. They are also to be found in the worship services of many religions and in the saying of grace before a meal. I suspect that in our society we don’t insist on these traditions as much as we used to. Gratitude is such an important attitude and fosters a reality and balance in life.

On the farm last week, I saw a magnificent Kookaburra sitting on a post. I was reasonably close to him and could appreciate the wonder of his beauty. He seemed to stare with purpose into the distance, keen eyes searching for prey or perhaps danger. He was well groomed and his ample chest was puffed out. I paused to stare in wonder at him. To me he was clearly a very proud creature, comfortable in his own feathers and well aware of his self confidence. The school bell rang in my head - he truly symbolises what we should encourage our students to be: proud of themselves, happy in their “skin”, proud of their school and proud of their friends and their family.

Being proud of your school is a big one. A child is likely to be proud of their school if they feel safe in it, are invested in it and therefore like it. Students are unlikely be invested in it if the school lacks opportunities. A “bland” school is unlikely to produce investment. Camps, plays, clubs, festivals, musicals, sport, excursions, a variety of activities etc. all provide opportunities for students to really engage further and belong more.

“Pieces of Eight” . A good exercise for a Principal is to list 8 characteristics of their school which will make a student proud of it. It is then a good exercise to choose 8 students and ask them to do the same exercise. It is then valuable to choose 8 staff to do likewise. It is then good to reflect on the result. Are there any changes that can be readily made? Are you really proud of the answers?

A student who is proud of their school wants to come and really feel that pride as they walk through the gate in the morning and then look forward to the day.

A school doesn’t have to be “super flash” for a student to be proud of it, but it must present well, and it must have a positive energy. Schools that appear uncared for are unlikely to get the tick of proud approval. The Kookaburra was clearly proud of himself, where he lived and presented himself accordingly. I’m sure he Is a very successful bird!

Everything is a priority in a school. However, it is not possible for a Principal to do everything. Of course in a one teacher school there is not a choice, but in most schools there is a choice, even when a Principal is so busy. Part of the art of being a good Principal is to prioritize, according to what is important and not simply what is enjoyed. However having some enjoyable priorites is important to help make the job something to look forward to.

The following are some key priorities that I saw as important.
Meeting with the staff three mornings a week, only for a short time, to say something about the school and your philosophy which you hope might inspire them, support them. You should also talk about the school’s philosophy and purpose. This is not hard to do but needs a little thought.
Acknowledging the successes of both staff and students.
Making sure you acknowledge the staff as you pass them and hold a conversation with them when the opportunity arises. Don’t only talk to those you particularly like - this demonstrates visual fairness more than preference.
Meeting with groups of students when you can. Put this into your calendar.
Acknowledging students when you pass them.
You obviously have office work to do. However, don’t lock yourself into your “cave” and never be seen.
You have Board meetings to service and attend. These are very important. You can’t effectively “wing” these and must be prepared. Papers for the Board should be distributed by the deadline stated by the Chair, eg. one week before and not later. You should discuss the agenda with the Chair. Governance, particularly today, is important so the Board is important and Board Members must have the material to do their job. Make sure what the Board needs is what you provide. Work with the Chair on this. Have someone at the meeting to take minutes. It doesn’t have to be the Business Manager and it may be one of the admin staff. You won’t be able to take minutes effectively. I’m personally not in favour of the Board holding a meeting without the Principal unless it is to discuss your remuneration. You as the Principal are the Chief Executive Officer of the school and should be party to all discussions. Board meetings are important and there are many legal obligations that the Board is ultimately responsible for. You should know what these are and make sure the Board is completing these.
You must show an interest in students. Through the years I mostly did some teaching. It is important to occasionally visit classes, attend school performances, visit camps etc.
Your job will require delegating. Make directions clear and follow up to ensure what is delegated is done. *You are a key person students and staff notice and follow. Make sure you show who you are - if you are a positive person. If you are a negative person naturally, don’t show this. Positivity is infectious and is absorbed; negativity is unhelpful. The laugh of the Kookaburra is indeed a proudly positive sound!
Appointing new staff is so important. You are the one employing the staff and they see you as the boss. Don’t delegate this to someone else, though you may have others to assist you in the process.
As principal you are the public face of the school. Part of your responsibility is to connect with the “rest of the world” which also includes other schools and your sources of students. My observation is that Principals who don’t look outward effectively find their school shrinking.
There are many other priorities which you may decide to give time to. These may relate to your particular personality. The school community doesn’t want to be run by a mystery, they want to know who you are.

Pride, Gratitude and Priorities are three worthwhile considerations for a Principals to be well aware of as they undertake their role each day. It is always helpful to have focuses to help direct them to make their school one of which all can be proud. The Kookaburra will then laugh the laugh of true pride.

Written by Chris Tudor

Principal Thoughts 2024// Issue 22: Learning Is Our Game, But How do We Learn?

Mon, 26 Aug 2024 00:54:09 GMT

Learning Is Our Game, But How do We Learn?

The highly skilled person cutting my very untidy hair was French having only been in Australia five months. My request to her was to make me look younger, which she felt she had achieved at the end of the session.

I had a delightful conversation with her, though I avoided using any French. I like the language and am still trying to learn it even at my age. I’m an avid user of the Duolingo App and have now done 502 lessons without a break. I normally do it as one of my first things in the day because I know I learn better then. I know if I want to succeed at a lesson I have to concentrate 100% and even than there are certain ways in which the French produce sounds but my ear is not accustomed to them and I complete miss them. Of course, our ears are connected to our brain and new sounds have to make that potentially perilous journey.

It reminds me of the time I was asked to speak at a Rotary Club in Hartford, Connecticut USA. At the conclusion of my talk, the President of the Club said, ”Well Chris we loved hearing you talk but didn’t understand a word of what you said.” Fortunately I have a good sense of humour and acknowledged how foreign the Australian accent is to East Coast Americans. As teachers we have to always remember that one of our vehicles for learning is language. I recall being pulled up during teacher training in a prac lesson, when I was moving enthusiastically around the class. The supervisor made the observation that if the students who were not 100% at hearing and could focus on my face then they would have a fighting chance of understanding what I was saying. I’ve never forgotten that piece of advice.

I think learning new things is such a wonderful exercise for your brain and your self - esteem. My grandchildren are always wanting to show me what they are learning. One of them comes in and says “Grandad can I have a history lesson.” After years of teaching it is not difficult to pluck something out of the air and make it interesting. But all the time I am looking at the grandchild or student to judge whether I am hitting the mark or not.

Good teachers are sensitive to people. They may have heaps of knowledge but if they don’t have people sensitivity, they will have trouble sharing that knowledge.

I continue to reflect on how people learn as I practise my mandolin and my tin whistle. If I’m learning a tune by reading the music, I initially stutter my way through it. I may have played the right notes, but the tune sounds nothing like it should. Part of the reason is playing it in a halting manner and not getting the timing right. If I play it every day, even once, I will get it right eventually and the correct tune will emerge. In my learning journey I know, at my age, that if I keep at it will happen and then I’ll have it forever. It is good for young students to realise this if it works for them. However, this is the way I learn, but others may learn in other ways and a good teacher makes a point of trying to understand this. Over my time teaching English, I have been through the “throw the grammar out stage” when I started, to it coming back years later, as educators realised you can paint a good picture if you have the right paints, and grammar helps provide some of those paints. Sure, some students just get it naturally, others need more structure or scaffolding, but sure as anything they all don’t need the same thing. It’s the same with phonics or no phonics in reading. Some of my Grandchildren just picked up reading like that, others really value phonics. By the way I learnt with phonics and appreciated doing so.

Class Rules - everyone deserves a good go. If people are going to learn they have to have a safe and stable environment where they can learn. The students must know the class rules and appreciate that everyone has the right to learn. I think it is a good idea if they are put up on a sign in the class. They are a good reminder that all need a chance.

Change is also helpful in the process of teaching. If it is the same old thing every day students become uninspired. Yes, in a teacher’s kit bag there should always be the capacity to inspire. Teachers can help their effectiveness by asking “How can I make this more inspirational.” It may be inspirational enough, but it doesn’t hurt to have this on a check list.

By the way it is always worth having a check list before a lesson, even if it is a mental one. However, if a teacher miss queues and the lesson is not working, there is little point in pressing on. Teachers must have the capacity to change tack- it has to be part of a teacher’s skill set, and I think a Principal can add value if they acknowledge this to their teachers.

Safety is really important. Students will learn better if they feel safe, they are not going to “fail” in front of the class and can come away from a lesson with some achievements. If a lesson is solely directed to the very bright then those who are not as able, but nevertheless may be reasonably able, will become demoralised if success for them is not built into the lesson. And that also goes for those who have learning challengers to. I had a young man in my year 8 SOCE class who had significant Asperger’s. I always made a point of greeting him as I walked past. He would reply, making observations about my beard or hair. Fine and I didn’t mind. He had an ISA in class to help him remain on task. One of his great gifts was General Knowledge. We started each lesson with a quick GK quiz and he “blitz” it every time. He felt his gifts were being appreciated and the other students admired his capacity. That then helped him, and probably the others, to get the lesson off to a good start. Win, win!

Changing the environment can be valuable. Taking students outside, breaking into groups of 4 and preparing something to bring back to the class is a workable idea. The outside is that welcome change of environment and usually works. Using the school’s grounds creatively is of great value.

Let’s talk dogs. I have always loved dogs and had dogs. They can be great companions. Dogs are a common part of the average family and pick up interesting habits readily. Dogs learn because they want to please and also want to get something they like. I feed two young dogs each morning. They each get a chicken drumstick. One is a average sized pure-bred Kelpie and the other is a miniature Cocker Spaniel. They are both good hearted lovely dogs. Each morning, they arise from their canine slumber and make their way down to the fence around my flat. We all live on the same block. Both wait for me to emerge, and their actions are exactly the same each day.

The Kelpie when she sees me, bounces up and down at the fence eyes anxiously anticipating until I give her a treat. The little Spaniel sits in exactly, yes exactly, the same place, peering through the same two slats of the picket gate. I give her a drumstick through number two gap in the fence every day. When they have received their treat they smile, happy that their education has resulted once again in a reward. Obviously, humans are not dogs. However, like the dog, Students and indeed Teachers also like to be rewarded for doing the right thing or a good thing. Such success, if noticed, should receive some acknowledgement even if it is “well done” or “good on you”. In the junior school I was dropped from the school cricket team, and so I should have been as I was not an opening batsman’s bootlace. It was Friday afternoon, and I stayed and watched the team. After the game the teacher came over to me and said how impressed he was that I had remained behind to support the team. I’ve never forgotten that and hopefully I have done plenty of such acknowledgement throughout my career.

I recall at a staff meeting held before school looking at the faces of the teachers, before they moved into the action of the day. The meeting had value to deliver encouragement or a good idea but not for them to absorb a detailed important message unless it was an emergency. Some would be mentally occupied thinking of their first lesson, others distressed because they had had an argument with their oldest child, others bemoaning their bank balance or some worried about a sick pet etc., etc. Not a good time for important information but a good time for a good and helpful thought. As Principals we can often kid ourselves that because it has been said it has been received. It may not have been.

Well, how do people learn? Answer - in so many different ways. We are not all the same. However, some ways are more common than others and it is of value to ongoingly identify these. After all this is surely our stock in trade as teachers and what an exciting and interesting challenge to have.

Written by Chris Tudor

Principal Thoughts 2024// Issue 21: Your Job Is Always Challenging So Take Care Of Yourself

Mon, 19 Aug 2024 01:44:07 GMT

Your Job is Always Challenging, So Take Care of Yourself

The sun has risen well above the ranges,

The morning sun now glows magic upon the waking world

And spreads with care the cards across my day’s table,

My canvas now awaits for the days paint to use as I am able.

There are poignant times when the boney fingers of a winter wind,

May claw, albeit ruthlessly, at my exposed and chilly face.

Still there’s no excuse to avoid expressing my soulful warmth with well-crafted words,

Replying with sense and thought to whatever I might have heard.

No day will bring the thrill of hours of pure perfection,

Like the flowers that bloom beside a path that leads to somewhere.

But time may produce the flush of welcome satisfaction,

To be highly prized, for the mind and heart value such reaction.

To be a light that shines within the darkness of a theatre’s empty, lonely stage,

Of a world that’s troubled, stressed and unwittingly lost direction.

Nevertheless to ensure, as John requests, that my lamp shines beyond the local field,

Thus casting peace, joy and understanding that will last and last and never yield.

Time is as scarce as water that flows with ease from out the garden tap,

Once gone, is gone to be never replaced by the same again.

Indeed it is a parallel of Opportunity as expressed by Kairos where it is grabbed, but if not, lost,

Thus denying any change or growth which is a sad and unnecessary cost.

Time must be rationed to meet both personal and outward tasks for others,

Yes a writer must write, a painter must paint and a musician must play every day.

To deny the spirit of creativity is to condemn part of one’s sole to the heartache of denial,

With the sadness of deprivation and its long, unfortunate journey of discontent and trial.

So take care with denial of yourself or its hidden poisonous fangs will strike.

Make hours to self-satisfy and not only cast your time out into the ocean of duty.

For your strength is of value to not only you but also for those for whom you sow.

Take time to be strong, take time for your health and take time for YOU to wisely grow.

I guess this is a poem that details some of the vast challenges a Principal, faces every day. The Principal is there to ensure a good picture is painted. A Principal must deal with people well regardless of the pressure faced. In a world that has many difficulties it is important for the Principal to be positive. The Principal must always be on the lookout for opportunities which can be readily taken. However time is limited and therefore has to be rationed wisely. Principals must also know they have the need and right to take care of themselves.

I never regret my choice of career to be a teacher and will value being a teacher for the rest of my life. Though not in the classroom one’s love of being a teacher never fades and I’m sure it is with you all and most of your troops. As fate would have it, of my 42 years of being a teacher, 30 of them were spent as a Principal. I was still 34 when I started and definitely began learning the craft immediately. For me so much of being a Principal, I believe, is learnt on the job. I don’t consider it is the process of trying to clone another. It is rather how your particular skills and personality work to achieve effectively the various tasks and indeed problems that make up the job you have undertaken. Fortunately, it is possible for a person to tackle the job in their own way. Occasionally I would wish that I was more like other principals with whom I was friends. Whilst I could learn from them, I couldn’t clone them. I was me and not them. This sounds trite but it is an important point to embrace. The “One Minute Manager “was all the rage when I started, but the method espoused didn’t suit me, so I was not a “one Minute Manager’s” boot lace. A wonderful mentor of mine, whom I valued greatly, said “you always listen intently to me, ask questions etc. but then go and do your own thing”. I learnt heaps from him, but it was important that I delivered in my own way according to my own personality. When reviewing someone you must always remember the personality factor. However, it is also acknowledged that some personalities don’t fit teaching and in fact result in creating a disaster, which is a pity.

Someone may be a good teacher but they don’t want to subscribe to the ideology of the school. Some even set out to change that ideology which is changing something really fundamental and they are on a hiding to nothing. I was fortunate in that I had influence from the start by suggesting to the board the School Motto and later on writing the School Song. The Motto, “To Strive, To Seek, To Care” was a beacon for the school and could be readily used in talks illustrating the School’s Philosophy’. The School Song illustrated the School’s Philosophy in more detail. Both can be used as useful yardsticks for a student’s future life. If a teacher doesn’t agree with the school’s philosophy they should go and teach elsewhere. Furthermore, I have experienced schools which don’t have a strongly stated philosophy and it is like sailing in a ship without a rudder. A stated philosophy gives the school the opportunity to say to a student or a teacher, “this is how we believe it should be done here”.

The years from Covid onwards have been really difficult for schools and I have felt particularly concerned for Principals who have had to deal with really hard situations such as trying to get sufficient good staff. The difficulties in our Territory towns have caused staff to leave and new staff reluctant to come. All my teaching has been in country towns, and I have never seen anything like this. In addition to teaching I did honary probation and youth work so had a good idea of town behaviour. Furthermore solutions have been challenging as everyone blames everyone else for the situation. A Principal hopes for plain sailing and certainly doesn’t ask for such difficulties, but when they occur, has to deal wisely and appropriately with them.

When a new Principal has to be appointed it is expected that the Board will appoint someone who will support and enhance the school’s Philosophy and will lead the school successfully.

I have seen a number of situations where the Board makes a poor choice and the negative effect on the school is truly unwelcome. Some choices seem unbelievably bad and the board then has a problem. This result can be from a degree of bad luck or the Board not realising that the most important decision in their term is the appointment of the Principal. If there is a disaster and the Board tries to get in there and run the school themselves the disaster usually gets worse. Any of these negative situations must be avoided at all costs. Correct decisions take high level research, diligence, use of the best expertise and a huge amount of wisdom. Everyone loses with a poor decision, particularly the students. Often school numbers drop. Appointing a Principal is such a responsibility, in fact appointing any CEO is. As Kurt Hahn used to say, “Are you sure.”

Being a Principal is a terrific job as it is about making things happen. It is about encouraging others as they make things happen or the exciting task of making things happen themselves. Either way the Principal’s task is to ensure their school is a dynamic, interesting and often exciting place where staff really want to teach and students belong and want to learn. There is no hiding the fact that it is a challenging job but it is a great and satisfying career.

Written by Chris Tudor

Principal Thoughts 2024// Issue 20: A Valuable Symbol and Reminder

Mon, 12 Aug 2024 02:24:26 GMT

A Valuable Symbol and Reminder

The Circling of the Eagle

Like the circling of the eagle on whose spirit I can soar,

Who commands a valley’s view and claims success amongst those who claim it all.

For these hills hold themes of justice that emerge from tortured thought,

Where the poor had little comfort as they absorbed what they have been taught.

For our Land’s the relentless master, though its beauty will enthrall,

Though the rainfall fails to happen, or fires create a terror that threatens our front door.

But the silky light of evening’s splendor, blankets fear, that makes us sweat,

As the sinking rays of sunlight presents a symphony to herald rest.

Beside the dancing winding river along which the families once would roam,

Boorolite and Delatite proud leaders of their own.

Today the river’s winding mystery attracts those from the city’s lights,

To seek its magic and its healing once felt by Delatite.

But I love the circling of the Eagle on whose spirit I can soar,

As I ride safe upon his wings high above the valley floor.

Where small creatures wander wisely to avoid the dangers from the sky,

For they respect the power and speed of an eagle circling by.

It was early morning, probably about 6, as my aged Kelpie, Bunya, and I trundled up the “Stewie” Highway towards Alice after spending a cold month on my farm in Boorolite. Yep cold - it snowed just as I was leaving.

The welcome glow of the dawn was painted across the sky revealing the dreaded road kill from the chaos of the previous night. The crows and eagles were eagerly at the fresh kill, eating a well anticipated breakfast. My mind naturally turned to a poem I had written as I sat on the hillside verandah of my farm “Woorukkubunya”. I have always admired the beauty, strength, and wisdom of the Wedge Tailed Eagle and love watching them and allowing their beauty and skill to seep into my spirit and generate multiple symbols of life. I am also sad about the negativity thrown at the Eagle which was by and large found to be inaccurate.

I’m proud of the fact that the “Wedgie” is the Official Bird of the Northern Territory. The small and beautiful Hemeted Honeyeater is Victoria’s, the Kookaburra is New South Wales’s, the Piping Shrike was South Australia’s, the unofficial one for Tasmania is the Yellow Wattlebird, Western Australia has the Black Swan, Queensland the Brogla, ACT the Gang-gang Cockatoo and of course Australia is the Emu. All these birds are beautiful and wonderful in their own way, but also unique. I guess this analysis of official birds parallels that of people who are sadly often considered as the same when actually they are all unique and special, and can be, more often than not, reduced to a number in a barrel of statistics.

So what is special about the Eagle? As it circles above it can be seen as a predator to be feared. Or it can alternatively be appreciated in a positive light, as a protector providing care in its own way. It may be protecting its large nest, and in this if its family is to survive, it must be a smart protector. So it can be seen as a symbol of the importance of being a smart and able protector.

It can be seen as a powerful friend, but for this to be realised, it must be understood and respected. In this it may be seen also as a symbol of safety on which we can ride so long as we are prepared to treat it properly. Of course the analogy can be interpreted that we as humans must treat people in the same way.

The Eagle can be endorsed as a symbol of hope as it circles looking for food for itself and its family, and as it stares down at the landscape with its amazingly acute sight, we know that it is usually a successful hunter.

It is also a symbol for me of true freedom, as I close my eyes and imagine myself soaring through the sky on the back of a Wedge Tailed Eagle.

Finally it is a symbol of gratitude for one should be grateful for its successful role in clearing up carrion and keeping populations of rats and mice, rabbits, foxes and feral cats under control. It is also for me a symbol of gratitude, that as a Territorian our symbolic bird is in fact the mighty Wedge Tailed Eagle which to me is a wonderful symbol of success.

So the Wedge Tailed Eagle always reminds me of being a:

Smart Protector
Powerful Friend
Symbol of Hope
Symbol of Gratitude
Symbol of Success
Symbol of Freedom

It is indeed a mighty bird, with its 2.3 meter wing span.

A symbol is only valuable as a reminder if indeed you visit it and have it locked in your mind. It can then be useful and help direct thoughts. At St Philips students can be awarded a very worthy eagle badge if their success needs to be acknowledged. I’m hoping the poem above may help people remember the symbolic value of our beautiful bird.

The great value of an analogy is that when you see the subject, in this case the Wedge Tailed Eagle, it sparks off key relationships and perhaps stimulates your mind for further creativity and becomes a helpful guide in how life may be constructively lived. May you be also able to soar high above your valley.

Written by Chris Tudor

Principal Thoughts 2024// Issue 19: Keeping The ‘Good Ship Earth’ On Course

Mon, 05 Aug 2024 05:22:10 GMT

Keeping The 'Good Ship' On Course

I recently witnessed a memorable scene to truly gladden the heart of a teacher, parent, grandparent and concerned citizen. I was suffering fatigue from all the negativity, sad stories, controversy and societal confusion that had been thrown at me, as it is thrown at most of us via our radios, phones, computers and TV. Curiosity means that you are drawn to watch it and keep up with what is going on. But much of what is presented is very bleak and perhaps that is sadly the reality of the World. In this age of knowing so much, it seems ironic that this knowledge doesn’t help as much as it could to keep our “Good Ship Earth” on a reasonable course.

Back to my good news story which came to me happily via a short movie sent to my phone. A young fellow from Alice, aged about 9, was playing in a cricket game in Darwin. This was his first time travelling for sport, but knowing Alice well, it won’t be his last. It was the final day of the series and he went out to bat. The boys on the other side seemed much older than he and were certainly much bigger. He walked out to the centre of the oval, took block, and faced the first ball which came at him at a fair pace. He missed it and on the fourth ball was comprehensively bowled. He turned to leave the pitch, but then walked over to the bowler and shook his hand. The other boys on the opposing side, instantly recognising good old fashioned sportsmanship, all gathered around and clapped him. He then walked off the oval with great dignity and the sound of their appreciative clapping in his ears. I will never forget this - it is such a positive on a sea littered with negativity.

Last week I visited some schools for the Block Grant Authority. It was a privilege to do the visits with two excellent educators from Darwin and to share stories about schools, teaching and education was a pleasure. The schools we visited were wonderful places of learning, all very different but all presenting education in their own unique way, with the purpose of serving their school communities.

I came away from these visits being affirmed in the importance of the role of good schools. Good families, good schools and other supportive organisations provide a stability which is essential in this age of “The Good Ship Earth” trying hard to navigate over a choppy and wild sea. It is disastrous if young people don’t have these supports. Essential in these pillars is the role of a good adult example. Children learn so much from observing and relating. I am a huge believer in accepting that everyone who works at a school, regardless, of their job, will influence children through their example. At St Philips, a maintenance person who was with us for years became the school philosopher and though he has passed on, he is acknowledged by a plaque on a huge rock. He had spent years as a soldier, seeing action overseas, was deeply but quietly religious and had an unrivalled understanding of humanity. What enormous value he provided and affected the lives of many students.

For some students the only stability in their lives is their school and of course the teachers in it. As Principals it is always valuable to remind all staff about their value in this regard. All of us can remember, I’m sure, certain staff members from our school days. There will be particular things from the staff members who remain in our minds. As a teacher you can’t control what students absorb and, when meeting former students, it is often surprising as to what of you they remembered. When recruiting teachers it is those who have the capacity to relate who are most desirable. I employed an English teacher once who was inspirational. He was a practicing poet. He was such a character and the students really were inspired by him. Well after he had left, I asked a former student who had been their favourite teacher. Yes, it was him and the former student had been really inspired by him. Sure the teacher wasn’t good at sticking to the curriculum, but students hated missing his classes. Well, I’ll not interfere with your thoughts about solving such a conundrum.

But it seems today that anything goes. The wonderful power of the Internet has so many positives, including sharing knowledge, solving problems and offering a supportive social media. But this is undermined by the unsupportive, negative social media. The attempts by Governments to control this seem futile. The money social media companies make is huge but the harm they allow is far reaching. One negative post can have such a terrible effect on a person. The viscous nature of the US election campaign is all there for people, including children, to see and surely the negative example set by noted World leaders is absorbed because they are simply noted public characters regularly presented to the world. I find this incredibly worrying. Today there seem to be few boundaries. All this makes life hard and confusing for children as they are growing up.

Sixty Two years ago I was in the under 11 cricket team and was playing at Geelong. I was a mad keen cricketer and valued being in the team. It was on a weekend and my parents had come down to watch. I padded up (no helmet in those days) and as a wicket fell I went out to bat. I can remember the boy at the other end and as fate would have it, he became quite a musical star. The ball was bowled and was hit and he called me through for a run. It was unfortunately not hit far enough and I was run out. Well wasn’t I “cheesed off”! Unlike the 9 year old above, I stomped off, thumping my bat on the ground. I thought my parents would share my disappointment. “No siree!” My father was instead furious and gave me verbal “what for” which was accompanied by a silent trip back to Melbourne in the two tone grey FC Holden. I’ve never forgotten that and have spent the rest of my life as an advocate of good sportsmanship. You see, my father made it quite clear and was really keen that I learn, that good sportsmanship was far more important than winning. I remember that vividly but can’t remember anything else about the game. And, you know, my father was so right and indeed the 9 year old has learnt this valuable lesson early and is now contributing to keeping “Good Ship Earth“ sailing in a helpful direction.

Written by Chris Tudor

Principal Thoughts 2024// Issue 18: “It Is A Creative, Challenging, Problem Solving, People Focussed Vocation”

Mon, 29 Jul 2024 05:29:11 GMT

“It Is A Creative, Challenging, Problem Solving, People Focussed Vocation”

Teaching is a Creative, Challenging, Problem Solving, and People Focussed Vocation. I would never have spent my life doing it if it was simply routine, marks focussed, repetitive, based on the mass and not the individual. One of the biggest challenges is that not everyone learns at the same rate or in the same way. An awareness of this is important for a Principal to take on board not only for students but also staff. Strangely my two sons are great at reading or listening to directions, understanding them and following them. This is a bit of a wonder because I’m not. I wasn’t when I was at school and I’m not now. But life has shown that I do learn, learn successfully and when I know it I usually don’t forget it. I’m fascinated with ways of learning because considering the differences means that more students will gain a successful understanding of what is being offered by the teacher.

My interest in learning is underpinned by tackling new things all the time. My old 1948 Riley has twin SU Carburetors. It this age of fuel injection and also not wanting to spend a fortune, I try to understand how they work myself - most people, even young mechanics, don’t know much about carburetors. Initially their operation is really hard to understand. After reading several manuals again and again and studying that particular part of the engine, certainly taking things apart, the understanding starts to reveal itself and so on, until finally success.

It is convenient to teach a lesson and believe that everyone has gained an understanding at the same rate. It solves a teacher’s conscience to pause in a lesson and ask if there is anyone who doesn’t understand. When nobody indicates a lack of understanding some teachers assume that is an indication of success. Usually, students are reluctant to provide that information and sadly the wrong message is delivered.

When appointing new staff, it is worth asking someone you are interviewing, “how will you know if all your class understands?” The answers are often very interesting. If prospective teacher doesn’t have a clue, then maybe they are not for your team.

One of the tasks that must be done as well as possible by a Principal is appointing new staff. It is dangerous to parcel that off to someone else. A school rises and falls by the capacity of the staff. Good staff, good school! The interview, which may use a small panel, is essential but is also a point of danger in making an appointment. A Principal may be highly impressed at interview but must always realise that some people are good at forming relationships and interview really well. I made some major mistakes by being captivated by someone at interview and not following up, well enough, referees or reading and re-reading the application a number of times to improve my sense of the person.

These days it is often hard to get a fully accurate impression about a prospect because Principals are reluctant to pass on the negative. Written references these days are often bland and don’t contain any comment about a person’s weaknesses. In the early days of my time as a Principal, fellow Principals were often much more straightforward.

A Principal friend, years ago, explained to me why a staff member I had recommended for a particular position, wasn’t successful. He said, “she could definitely do the job, but I couldn’t work with her.” To me if you can’t work with someone the partnership between you and the teacher is likely to be an unhappy one.

A Principal I worked for, when interviewing me, made the observation that he could find out from referees whether I could teach or not. He took me for a good walk around the school and later explained that he did that to see whether he could relate easily to me. Being able to work with someone is so important.

If you are a Principal for long enough you will probably get “stung” by the following. X interviewed effectively and the references checked out well. However, unethically a Principal had spoken really well of X, assuring they would be a good employee. I found out that the employee was not a good staff member and the Principal was trying to “off - load” them. I think that is such appalling action for a Principal to take. Interestingly I have also been a referee for someone who would maybe score seven out of ten. I gave the enquiring Principal a straightforward strengths and weaknesses verbal report and he appointed the teacher anyway, which surprised me. Of course, that is fine so long as the Principal is happy to deal with the weaknesses. Certainly, this may have been the case, but the strengths filled a need in the school. About three years later I met the Principal at a conference and I asked him how my former employee was going. He said, “OK. He is doing well at Y (the items I had said were strengths) but was not strong at Z (which were all the weaknesses I had described). I was very glad I had been straightforward. And the Principal could well have been effectively managing this teacher’s weaknesses.

Another useful approach to gain knowledge of a prospective teacher is to ask them to prepare a lesson and take it. You and another panel member would watch. If they were poorly prepared or couldn’t manage the class constructively or if it was obvious that they had no idea how to relate to students, then they were probably not ready for the school. However, you may see in them something that you think they could contribute effectively to your team. You know that if you are to employ them, they will need real support, which is definitely not token support and will cost real money to effectively put into practice.

Poor support helps no one, least of all the students. I had a teacher once whom I employed on, I thought, good grounds. He was conscientious, well prepared, hardworking, presented well. However, he was scared of the students, and they picked up on this quickly and wouldn’t behave for him. It didn’t work.

I was always wary of someone who was simple result focussed. I was a great believer in “Telationships” which is a word to summarise that teaching is about relationships. Some prospective teachers can’t establish a relationship with the class.

In relating to students a wise teacher will always search to provide a creative, meaningful, interesting lesson. The teacher will have presented well beyond the content for things that will be meaningful for the students and also inject a degree of fun into the lesson. Students have to want to learn. A class that has students that don’t want to learn is challenging but the solution may be found in creativity. Similarly a teacher’s creative mind can be directed towards innovative ideas that might help those students who are struggling. Putting skilled thought to this is better than ignoring the difficulty. There again, at interview, a teacher may be asked to describe creative strategies they have used in a difficult class. This creativity requires the desire to develop good problem-solving skills. Developing such approaches can not only be creative but also challenging and rewarding when there is some measure of success.

The task of a teacher is always challenging, but it should be creative, there should be a desire to solve problems, and it should be people focussed with an understanding of the concept “Telationship.”

Written by Chris Tudor

Principal Thoughts 2024// Issue 17: Thought Provoking Thoughts

Mon, 22 Jul 2024 05:36:13 GMT

Thought Provoking Thoughts

Sometimes when considering what I might write in “Thoughts” I’m fortunately struck with inspiration. However I am also terrified that I might lose it amongst the clutter of my busy mind. So I start writing immediately, either completely or simply noting down the key ideas of the inspiration. Often I do this in desperation because I like the idea even if it means struggling for a biro and note book lying on the bedside chest beside me. The desperation to write is exciting but losing an idea becomes a tragic disappointment.

I like writing poetry and having an inspiration for a poem is a golden moment.

When I used to visit the Students on camp in the Upper Hugh I would more often than not be bashing my way back over the rugged rocky track at night by myself. I can see it now and feel the excitement of the bush at night with the magic canopy of the stars. On occasions, inspired, I stopped, quickly searched the car for something to write on, even an old boarding pass, and a writing implement perhaps in the door pocket or failing that, under the seat. I’d smell the bush and write enough to keep the inspiration safe. If I had been more organised I would have had biro and paper at the ready. Embarrassingly I would keep failing to bring the notebook, time after time. I guess I would normally head out on these trips after a frantic morning, a situation known so well to Principals. Inspirations are so valuable, all Principals I’m sure get them and they must be stored even if they present themselves at an inconvenient time.

Some writing is not as a result of Inspiration but rather of Distillation like producing Eucalyptus oil from gum trees. It may start as “what will I write which will be meaningful?” It may become a journey through several configurations before being happy about one to settle on.

Today’s thoughts at first travelled through hiking in the High Country, settling in a cattleman’s hut on a forbidding night. Having distilled that for a fair while, I dropped it because I thought the direction of this particular one would be more helpful for the start of a semester. Though painful sometimes change is the best decision.

Presently I’m at the farm I have at Boorolite near Mansfield and I have just had half my family stay for a couple of weeks. Six energetic Primary aged (or younger) children actively enjoying the farm is indeed a true pleasure. They love playing creatively and especially on the upstairs mezzanine and bringing to light things of interest. “Hey Grandad what’s this?” One item was a note pad which I had forgotten about, containing notes I had written some years ago whilst I was on study leave. Fortunately I had taken notes. I know that I can remember “X” quite well but I have to take notes if I’m to remember “2X”. On this occasion my wife and I were in Slovenia. As we travelled down the River Sava, which runs through the capital Ljubljana, the guide informed us that Jason, a hero from Greek Mythology founded this settlement. I was immediately interested in his story. My interest emphasized how what we learn, regardless of age, does in fact form an interest and is a building block for future. As a teacher you don’t know what information is going to remain long term in a person’s brain but you can be assured that normally, plenty will. What you do as a teacher does have a positive effect on little people who become big people. Now, I didn’t know a heap about Jason and the Argonauts other than he was a hero and sailed somewhere during the age of early Greek Times. Why did I know this? It was because on Sunday Night, ABC, pre- TV, I used to listen to the Children’s Hour where the Argonauts had a pride of place. It emphasized the importance of our role as teachers, as sowers. On this trip down the Sava the guide said that Jason and his Argonauts discovered Ljubljana when he was heading to the Black Sea or coming back from it. The story goes that they had to dismantle their boat and carry it overland for part of the time, an undertaking demanding great determination and perseverance. Well, that is probably why the ABC called the interested children listening, like me, Argonauts.

I think it is good for children to know that new knowledge may cause them to change their present understanding. History is either handed down verbally or in writing or indeed electronically in some ways. The story told is only as good as the teller or writer. In my life it was normal that the historic movies which came out formed the understanding of the story they told. “Lawrence of Arabia” which came out in 1962 was an epic story of a junior officer and his involvement in the Arab Revolt in World War1. I was inspired by it and it fostered my lifelong interest in the controversial character of T.E. Lawrence. Though inspiring me, I had to accept in the end that a percentage of it was inaccurate which didn’t undermine the story presented by the movie, but did, much later on encourage me to look at it critically. So many movies are in that mode.

Visiting the capital of Poland we were taken through the capital city Warsaw and introduced to many points of interest relating to Polish History. It was on this excursion that my knowledge about Australia was sharpened. We probably know that the Polish Explorer Count Pawel Edmund Strzelecki in 1840, climbed and named our highest peak after a famous Polish General, Tadeusz Kosciuszko. To me and to most Australians, Kosciuszko is pronounced Kos ee os ko. As a primary student that became sacred knowledge. However the correct pronunciation of the General’s name and the one Strzelecki used is Kosh tchoosh ko. I felt I was the “richer” for knowing that. Knowledge is indeed exciting and satisfying and as teachers we help build students’ knowledge and encourage them to seek it enthusiastically but also to modify it when the evidence appears.

William Shakespeare as we know was an English playwright, poet and actor. He is regarded by many as the greatest writer in the English language and a dramatist. He was born about 1564 and died in 1616. In those days the only records of births were baptisms,ms and he was baptised on Wednesday 26 April at the Holy Trinity Church, Stratford - on - Avon. Another small issue of history was revealed to me when I was trying to find when a particular ancestor of mine was born and where. Yes, I am a family history enthusiast. It took me two years plus to unravel the puzzle. In those days baptismal records were written by the minister by hand, a nd and they sometimes got it wrong, particularly if they were “hard of hearing”.

I know that my ancestor’s mother was illiterate, and I believe her husband, who could read and write was away at sea. Message for students - this is another example of history not being 100% accurate simply because it is written!

Back to Shakespeare. It is reputed that he invented or introduced 1,700 words into the English language that are still used today. His sayings are well known. The saying “To be or not to be is the question” is one of the best known. This was the basis of a talk I gave some years ago. I’m grateful for my Grandchildren finding it in their “ferreting” but it also highlights that after you have given a talk, file it where you can find it even if at the end of the presentation you are exhausted. Your ideas are always too precious to lose. You will also enjoy looking at them some time in the future. We might add in the same mode as Shakespeare the following about CHOICE.

To care or not to care that is the question.

To seek or not to seek that is the question.

To work hard or not to work hard that is the question.

To strive or not to strive that is the question.

To be kind or not to be kind that is the question.

To make peace or not to make peace that is the question.

To have manners or not to use manners that is the question.

To respect or not to respect that is the question.

You and your students can create a whole “heap” more.

As a teacher, to get the students focused, I used to love giving a regular short General Knowledge quiz at the start of a lesson. It didn’t have to be about the topic of the lesson and could include questions regularly asked. Aside from its knowledge value, it was a great way of settling the students. Through this the students developed their General Knowledge, and I happen to think General Knowledge is really important. Aside from anything else it is useful in promoting good, interesting conversation and therefore enhancing relationships. Maybe some parts of the above will be valuable in a Quiz for your students. Kids love knowing!

Just a note that may or may not be relevant. When I write something of importance, I find I have to read it four times to properly proof it. If I don’t, I will definitely miss a mistake. It is fascinating how “scan” reading permeates our writing.

Written by Chris Tudor

Principal Thoughts 2024// Issue 16: Mid-Year 2024 - Take a Breath

Mon, 17 Jun 2024 07:51:12 GMT

Mid-Year 2024 - Take a Breath

Friday the 21st of June 2024 passed into history at precisely when the aged clock stuck midnight and then the mid-year break commenced with some degree of clarity. I know that many schools have three weeks, though I’m a fan of the four week break, particularly when it’s hard to attract staff to the Territory. It is a welcome benefit that can be offered and is a useful time for long camps and expeditions.

Of course it is a watershed in the year for Principals and an opportunity to reflect on what might be termed the first semester. Prime of place in this reflection, I believe, should be positive achievements that have been made during this time. And when they have been identified they should be mentally celebrated by a Principal perhaps with a good friend/colleague. Positives breed positives, provide hope and encouragement and can too often be blinded by negatives.

As I read about the histories of our schools I’m always impressed with the volume of volunteer work that has and continues to have a constructive effect on the schools. This last weekend, at St Philips, we celebrated 60 years since the first volunteer Work Parties came, in 1964, to finish the College ready for the opening of St Philips as a Residential College for Outback Children. The children were to live at St Philips and attend the various schools in town. There were 5 work parties, one after the other, bringing almost 300 people who were volunteers, keen to help complete the College for opening. They paid their own travel and contributed to their keep and did a mighty job, transforming the new buildings into a delightful campus suitable for students. One of the volunteers was a farmer from Shepparton who was responsible for grading the oval. Keen to come he asked his wife if that was OK. She said it was, so long as he gave up smoking - and he did! Some years ago he came on another Work Party and I was thrilled to meet him.

In my time at St Philips, which became a school in 1989, the Work Parties from the Greensborough Uniting Church commenced. The year was 1992. It broadened out to include many other volunteers. Bar one year, which was during COVID, these Work Parties have contributed continuously for over 30 years, and their contribution has been immense. One maintenance person I had, years ago, said, sincerely mystified, “How come these people come here and do all this work for nothing?” Well they believe that as volunteers they can make a difference to our Outback Kids by contributing in a wonderful way to their education. So they are happy to share their many skills to help. Some Work Party members have come back 30 times! The practical help through this volunteering is remarkable. How powerful is it when volunteers know they can make a real difference.

As Principals I encourage you to use some of this break to really help “recharge your batteries” ready for the second half of the year. Flat batteries are unhelpful!

Written by Chris Tudor

Principal Thoughts 2024// Issue 15: Make a Wise Choice

Mon, 10 Jun 2024 08:22:22 GMT

Make a Wise Choice

On Sunday I went to Traeger Park to watch my Team Melbourne Demons play the Fremantle Dockers. Melbourne had just come off a spectacular win against St Kilda. Alice is part of the Melbourne heartland so there were plenty of supporters in red and blue there. Traeger Park looked magnificent against the painted red of the ranges, hanging beneath the big blue sky. I thought to myself how often I pass this ground of ours and take little notice, probably because I’m busy or in the wrong head space.

Such thinking also can affect a Principal who can easily miss something important because their mind is absent from the “job”.

Though I enjoyed watching the game, all the while absorbing the scene. Sadly the Demons who had five minutes of glory at the start, then proceeded to be thumped by the Dockers. I, like others, tried to analyse their poor performance, but failed dismally. They seemed to play the game hard but were just beaten. The machinery of their team play just wasn’t good enough. How could this happen after last week’s convincing win? At the post match interview the coach admitted that the team had had trouble with inconsistency throughout the season. It was so easy to mask such trouble with their win of last week and easy to forget their loss two weeks ago - so the team then remains fragile with weaknesses, masked by success.

It is so easy as a Principal, to miss problems, in the same way, or for a Board to do likewise. Being a Principal is such a complicated, diverse job it is easy to fall into this trap. I recall a person in authority, and this was years ago, saying that a particular Principal was relieved from their position because they had “taken their eye off the ball.” With one’s eye on the ball, a Principal must be like a sheep dog, in pursuit of sheep until they have truly rounded the problem up. Good sheep dogs never give up.

It was deep in winter during COVID and I was freezing on my little farm. I needed a respectable jumper that wasn’t full of holes or dappled with paint. At that stage the locals nearby had affectionately named me “The Hermit on the Hill”. Fine - I can take a joke but I didn’t want to be known as the “Destitute Hermit on the Hill”. My old dog looked up at me with pleading eyes which clearly said that I needed to get my act together for she didn’t want to be known as the “Hermit’s Destitute Hound on the Hill.”

So into the Nissan, sped into town, masked up, and entered the menswear shop. The ideal jumper soon caught my eye-possum wool, round necked (I hate Polo necks) made in New Zealand. I bought it and wore it with pride for months, avoiding getting under the tractor with it , or using it in the gentle art of fencing. Then, one freezing day my dog stared at my left elbow in horror. “What’s up with you” I exclaimed. Then following her stare I discovered I had a not unsubstantial hole in it!

You know, If I checked my jumper more often and more thoroughly then I would have found it before it had become a disaster. I’m OK at basic sewing so I could have acceptably got it sorted.

As Principals we have to try to be across everything and be aware of the dangers of blind spots. If there is a problem, deal with it so the hole in the “jumper” doesn’t become unmanageable.

Choice is a continual part of the Principal Game and the ongoing challenge is to work at making the right Choice or Choices Right -CRs! “Old McDonald had a very effective farm ei,ei,oh. And on that farm he made lots of choices ei,ei,oh. With a CR here and a CR there, here a CR, there a CR, everywhere a CR”……………….you get the drift.

However remember that you don’t have to make all the Choices by yourself, but you MUST be happy with them. A Principal can’t say - it’s not my fault, it wasn’t my choice- the job doesn’t work like that!

But within in a school good communication is vital to truly win on this. It sounds easy but it’s not. The process of communicating is so often peppered with human nature, forgetfulness, distraction etc. In my 42 years in schools it has always been the case and it is impossible to legislate out forgetfulness, different perceptions, mistakes etc. Those highflying Js on the Myers, Briggs personality test may be naturally better at this than the Ps. However if Principals realise that this is a reality they can set up structures to minimise the outcomes. I remember that some of my best teachers were forgetful! However this is where a Principal must reach into their bag, which contains creativity and wisdom and use it.

A useful thing in a school is to ensure that those making Choices have someone they can discuss an issue with if they feel they need to. What is reassuring is that this is seen as acceptable and not a sign of weakness. It is up to the Principal to make sure this is in train.

Looking for a reason is so important in a school as is the art of choosing- wisely.

Written by Chris Tudor

Principal Thoughts 2024// Issue 14: Look for The Reason - The Value of a Good Seminar

Mon, 03 Jun 2024 08:27:46 GMT

Look For The Reason - The Value of a Good Seminar

On the 24th of May AISNT held a seminar in Darwin titled “The Difficult Conversations Masterclass”. The presenters were top quality: Dr Stephen Brown who has presented often and recently to AISNT and Clinical Psychologist Andrew Fuller. Both are experts in their fields and are not only sought after in Australia but also on the world stage. The day was outstanding and most enjoyable with it being dedicated to the challenge of “Having Difficult Conversations.” The attendees were highly engaged and it was testimony to the importance of the topic with SEDA attending with their entire staff.

There were so many, many things to take from the day but following are a small selection that I considered were thought provoking. I’ll present others in a future Principal Thoughts. The following are from Stephen Brown’s part. The really Hard Hitting one is “The quality of the dialogue determines the culture of the school.”

Our best work and hardest work is with people.
If we don’t transform conflict we transmit it.
True listening forms Connections. Remember we have two ears and one mouth.
Your Tool Kit should include: Ponder, Purpose, Person, Principles, Preparation, Process and Progress.

Purpose:

Do you need to have the conversation? Why?
What are the implications of your action or inaction?
How are you feeling about the issue?

Person:

What do you know about the person’s personality and patterns of Behaviour.

There is great effect in the power of the Question. Last week I had dinner with the person who introduced me to the effectiveness of Socratic questioning. He is a professional Board coach and it was good to discuss the art of questioning with him.

Some questions may include:

What happened?

Who was involved?

When did it take place?

Where did it take place?

Why do you think it happened?

How did it happen?

Always remember in a conversation the first 7 words must be exact and count.
An opening statement is Essential, naming the issue and illustrating with an example.
In the interaction, it is important to look for common ground.
Display empathy.
Make good notes.
Check in on progress - “How are we going?”

One of the tasks at the seminar was to identify what was one’s “Safe Place”. It was a good exercise and really set the mind moving. Initially, for me it was the bush just outside Alice, but then in discussion it was seen that it could be found in doing something- engrossed and locked from the problems of the world. Mine was playing music each day, which was also like a reward. If I don’t do it I feel deprived and less at ease. As a Principal it is important that you attend to your mental health and indeed have some safe places that aid doing that.

There is m ore to share but I think that’s enough to absorb for this week.

Written by Chris Tudor

Principal Thoughts 2024// Issue 13: Reflection is a Good Thing Indeed

Mon, 27 May 2024 08:32:45 GMT

Reflection is a Good Thing Indeed

It was 2.00am and as usual sleep was alluding me. Great! Time for some constructive thinking. I grabbed my phone which was on the verge of being lost in the chaos of my bed and pulled up the Radio National App, flicked through to the series of Philip Adam’s “Late Night Live”. I used to be an avid Late Night Listener, enjoying the conversation and sound of Adam’s gentle melodic tones. His intellectual contribution to Australian society and beyond is wonderful. Most of his LNL, which are often with the authors of books he has recently read, are thought provoking in a calm presentation suitable to the late hour. Of course his time of presentation was normally 10.00pm but thanks to the RN App I had complete control over when I listened.

On this particular occasion he was reviewing a book, with the author, an Englishman named James Canton, a former school teacher, now attached to a university. The book in question was called “The Oak Papers.” It caught my ear as some of my forbears were British naval personnel named “Oake”, serving the Navy for over 100 years. Yes, I am a Family History enthusiast and a firm believer that learning the lessons from the past can be useful in avoiding making bad decisions in the future. In a way it’s the same when studying the evolving world of education. Sadly not all our leaders understand this and fail to give history its necessary value in the education of our children.

The secret about the nature of the book in question was enfolded in the spelling-“Oak” rather than “Oake”, though we all know that spelling in England was rather loose until Dr Samuel Johnson had a go at compiling a Dictionary of the English Language (1755). It is noteworthy that early in his career he worked as a teacher - he was one of us!

I always imagine Johnson frequenting the eighteenth century Coffee Houses, paying his penny, getting a cup of coffee, sitting there comfortably and diving into rich, enlightened conversations with other creative thinkers and intellectuals. In fact in Oxford the coffeehouses became known as “penny universities. “This was the age of the Enlightenment when ideas developed and flourished like the branches of a tree. Johnson, apparently, regularly frequented the “Turk’s Head” with great Eighteenth Century intellectuals such as Joshua Reynolds (leading English portrait painter), Oliver Goldsmith(brilliant Anglo-Irish novelist, playwright, dramatist and poet) and Edmund Burke (Anglo-Irish statesman, politician and political thinker).

I haven’t read James Canton’s “Oak Papers”, but enjoyed enormously the discussion of his creation with Philip Adams. It was as if I was in an Eighteenth Century Coffee House rather than my Burke Street Grandad Flat. No, Burke street is not named after Edmund Burke but rather the tragic explorer, former policeman Robert O’Hara Burke. That story about decision making is for another day. But the name helps me imagine and then drift into the vibrant thinking of the Coffee House.

Canton explores the wonders of Oak trees, initially inspired by an 800 year old Oak located on the Marks Hall Estate in north Essex. When Canton sat beneath the tree, he felt that he was genuinely communicating with this living, being of wisdom and as a result it generated within him a profound feeling of peace . The tree is known as the Honywood Oak, is famous and has miraculously avoided the axe for all these years. Of course during the heyday of the developing British Empire, when Britain had the World’s largest navy, great numbers of ships were constructed and oak was the key preferred material. “Heart of Oak are our ships , merry tars are our men” rattles the song about those times. HMS Victory, Nelson’s Flagship which won the Battle of Trafalgar required, it is said, 6000 trees to build, 90%of them oak. No wonder there are few natural forests left in England. By the way, if you happen to be passing by Portsmouth you can still see and go aboard Victory, which remains in immaculate condition, a testimony partly to that amazing timber Oak.

Two things about the 2am exercise I want to focus on. Both were about listening and listening to “quiet”. Philip Adams has a very melodious and non-intrusive voice, and James Canton was moderately spoken. Nobody was ramming it into my ears and if they had, I would have turned it off. Sadly Philip Adams is soon to retire. I think he will be a great loss, but then he is 84 years old so probably deserves to retire to his farm. Though Philip is a committed atheist, his father was a Congregational minister. He was born in Maryborough Victoria, which is of interest to me as I lived there for 7 years before coming to Alice 38 years ago.

Canton’s relationship with the Oak came as he sat under it silently and listened carefully to it as the old branches moved and groaned, the leaves rustled in the wind and the spirit of 800 years trickled into him. The tree was born just after Magna Carter was signed in 1215. In 1237 the Treaty of York was signed fixing the border between Scotland and England.1348 the Black Death arrived. In 1373 the Anglo-Portuguese Treaty was signed and is still current, creating the oldest continuous alliance in the World today.1509-1547 Henry VIII (Tudor)ruled. 1521 Lutheran writings begin to circulate in England.1558-1603 Elizabeth1was on the throne.1642 the English Civil War began.1666 Great Fire of London flamed.1694 The Bank of England was Founded.1775-1783 the American War of Independence took place. In1805 the Battle of Trafalgar raged. In 1816 Napoleon was defeated at the Battle of Waterloo. 1830 saw the Liverpool and Manchester Railway, first inter-city railway in the world, opened.1837-1901 Queen Victoria was on the throne.1878 women were first admitted to the Universities of Oxford and Cambridge.1914-1918 World War 1 took place with all its terrible devastation.1939-1945 World War 2 with more death and devastation.1952 2022 Elizabeth II reigned. This is only a fraction what would have happened during this tree’s long, long lifetime. So if someone sitting beneath the tree really listened they would appreciate what this tree had weathered.

I happened to visit the Friends School in Hobart, about three times, during my time as a Principal. Friends is a Quaker school and keenly follows the Quaker tradition. The Principal explained how silence was part of their tradition of worship.

I was interested because we live in a very noisy world where silence may be at a premium for people. Listening can reveal all sorts of interesting and helpful things as Canton found with the tree. I think that sometimes today children need to be shown how to listen so they can benefit from using silence. This will probably require removing the speaker from their ear.

By the way, there have been many highly successful Quakers: Olive Pink, an Australian botanical illustrator, anthropologist, gardener and activist for Aboriginal Rights. Alice Springs Botanic Gardens are named after her. Keith Alan Waterhouse Crook, noted Australian Geologist. Margaret Thorp, Peace and labour activist in twentieth century Australia Jo Valentine, an Australian peace activist and former senator from Western Australia.

Judi Dench, Actor

William Penn, Founder of Pennsylvania

George Cadbury, Founded a Chocolate Empire

Joan Baez, Folk singer

Richard Nixon, American President

Ben Kingsley, Actor (Played Gandhi in the epic film of the same name)

David Lean, British Film Director (Directed such famous movies as Lawrence of Arabia, Doctor Zhivago, The Bridge on the River Kwai , A Passage to India)

Barclays Bank, founded in London by Quakers, John Freame and Thomas Gould.

Lloyds of London, founded by Quakers, key was Sampson Lloyd II.

Clarks Shoes, founded by Quakers, Cyrus and James Clark

So silence and reflection is something very familiar to a Principal, listening and reflecting on what you have heard, not jumping in with little thought, but if necessary delaying before a reply. If the reply can be made immediately fine but it is OK if you have to think on it. In listening you will possibly use “active listening queues” to encourage the person in what they are saying but never trying to take over and never, never telling them what you think they should be saying. A thoughtful contribution by you as Principal will be worth heaps. And as Principal, you will know that part of the art of listening is engaging the person by looking at them, not looking away or over their shoulder indicating boredom. Through my life I have been surprised at the number of Principals who were not good at this. Yes active listening: “tell me more; I understand; It must have been difficult; Can you explain; Nod; I’m really interested in what you are saying; Sure; I see. ”The key is that the person you are listening to should feel that they are the only one in your world at the moment.

Reflection is indeed a useful and rich experience. James Canton gained much from sitting under a tree and letting the boughs of reflection journey through his mind. And if there is no suitable tree available the mind can be enriched using a metaphoric tree.

Written By Chris Tudor

Principal Thoughts 2024// Issue 12: The Tin Whistle and The School

Mon, 20 May 2024 08:37:53 GMT

The Tin Whistle and The School

I wanted something a little different for the title and this seemed to roughly fit the bill and I will continue to promote it, particularly as it might fit with your experience.

The thought started when I returned to Alice from our Conference. I wanted to play some tunes on my traditional tin whistle, which I love, but couldn’t find. It was given to me by my brother and sister in law and it came from Ireland. I love Irish music! The tin whistle is a “Clarke.” The Clarke Tin Whistle company was established in 1843 in England. The founder was a poor farm labourer called Robert Clarke from a village near Bury St. Edmunds, Coney Weston, for those who know England. In those days poor meant really poor! On hearing about the invention of reasonably light tin plate he figured he could make a whistle out of Tin modelled on the one he had made out wood. The invention was highly successful, producing a very true sound so he had nothing to lose but to start making them. In his area canals and railways were being built and Irishmen made up a significant part of the labour force. They were smitten by Clarke’s whistle, bought plenty and took them back to Ireland where it became Ireland’s favourite folk instrument. I was once in a famous pub in Dublin, when all of a sudden some local lads in work clothes and cloth caps pulled out a couple of fiddles, a guitar, a mandolin and a Bodhran (Irish Drum) and “got into some really good Irish folk”. A bloke in a suit, grabbed a Smithwicks and sat down. Loosening his tie, he pulled a tin whistle from his jacket and joined the cloth capped crew. Wow, could they play. No, they weren’t a paid group just locals after work having a great time.

Today many tin whistles are made of aluminium tube with a plastic mouthpiece. They work wonderfully and I recall the great flutist James Galway cleverly playing two at once. I’ve had some of these aluminium types forever and have liked playing them. But for me this gift of a tin whistle, made traditionally out of folded tin, nicely tapered, was something special.

No, it doesn’t sound the same as the others because it has a wooded Fipple (mouthpiece) and produces a warm tone like a flute. The aluminium / plastic one is more shrill. I love playing the Clarke, love its tone, feeling excited that its design has lasted for all these years. I am amazed at the wonderful music that can be produced on what was known as a “Penny Whistle.’ Clarke called his tin whistle “Megs” which was a Victorian nickname for a halfpenny, as this is what he charged for them.

So back to the crisis-where was my whistle I loved? Sure I could probably get another one. But I’m a sentimentalist and this one was a special gift from my Brother and Sister in law. I searched everywhere- turned my flat upside down, checked every nook and cranny in the car, quizzed the dog to see if she had played it, checked the houses of the three families in town, then, in a true attitude of Bunyan “Giant Despair,” sank into the armchair. A couple of days later I sat at my table and looked across to my armchair. By the way my kids hate my armchair because they think it’s too big! Then a feeble light began to flicker in my brain, for next to my armchair, yes right next to it, was my music stand which was facing away from the chair,. Surely I couldn’t be that dumb, and layed the whistle across the stand and then hadn’t noticed it. I leapt towards the stand and there it was in the most obvious, maybe too obvious, of places and I had completely missed it.

Isn’t it true, particularly in schools that the answer to a mystery can be found if you look in an obvious place. Too often we bypass the obvious and as Principals this is so easy to do because of being so busy. But the job of a Principal so often requires dealing with mysteries, issues and problems, all requiring solutions.

Stories are such a useful way to stimulate thought and this one about the tin whistle is no exception. I find that the source of writing pieces can be generated by inspiration where the story seems to flash into the mind or alternatively by distillation where the basis of an idea trickles into the mind and then grows. I think that exams can sometimes miss exciting student thinking when an essay has to be crafted in a limited time. This gives the opportunity for success lying more with inspiration essays or those that have been pre-prepared rather than those that are able to evolve via distillation.

Even during a normal class, students may need time for constructive distillation. Of course this can produce, if not considered in planning, differences when students finish their work and possibly start getting restive. I have to admit that I hardly ever finished an exam and was often disappointed because I felt I hadn’t had time to distill the appropriate answer.

It is stimulating to make a tin whistle a feature of a lesson. They are cheap to buy, you’ll get the students attention by showing them and blowing it. Then it is a wonderful example of someone like Clarke, in fact without resources, seeing an opportunity and then having the courage and foresight to take it. The story is a good one for staff as well.

Of course the tale is a great example of initiative. Clarke saw the opportunity and decided to do something with it rather than just keeping it as a good idea. In doing this he had to sort through the challenges of design, manufacturing/creating and marketing, not so different with what we should be considering as Principals on many fronts. Good Principals must think logically and creatively if they are to have a successful school and of course they must always be very sensitive to their market.

Clarke would never have embarked on his life changing project if he didn’t have a sensitivity to people and what they may want. His whistles are simple but well-made and have built a reputation accordingly which has remained until this day.

EARLY VET

The seeds of Vet go back into the 1960s but the modern development I think started in 1973 with the innovative Whitlam Government which set up the Kangan Committee. This lead to the most significant report in the history of technical education in Australia. It was about 1976 when I was teaching in my first school, Wangaratta Technical College. The Principal addressed the large Staff Meeting after a trip to Melbourne where he had been briefed about the new direction of Technical Education in Victoria and indeed in Australia.

I think it was at this meeting (Memory a little faint) that he mentioned the exciting concept of Technical and Further Education and Wang Tech was changing direction with its senior campus set to embrace it. Having started work at a Tech school I have always been a supporter of what was offered and having been there at this time of critical change have always been a supporter of TAFE and VET.

Since then the ride in the development of TAFE and VET has been made rocky through a range of decisions, none the less of money “yo yoing” in and out of the sector. My memories since 1974 have so often been clouded by yet another cost cutting measure in education based on the hope that “She’ll be right mate” when in fact it was detrimental . Let’s hope this present era is a new one in VET because we sure need it for Australia’s future.

The offering of Vet can be very broad from motor mechanics to being a barista. However I believed it was really important for all students to be able to use tools in the workshop to make things and learn the art of cooking and care in the kitchen. When we started in 1989 all students in years 7 and 8 undertook these skills and they could continue in year 9 and upwards. My father in his own way was a good tradesman and I was lucky enough to learn a wide range of skills from him. Contrastingly, one of my senior teachers had none of these practical skills and really felt he had missed out. He was even unconfident with a hammer. At my own school, as a student, I was exposed to little of this. So I was keen that all students be given this opportunity. At the Tech, practical classes were arranged according to gender. This was never the practice at St Philips.

People teaching in Tech schools at that time were appreciative of the wonderful, expensive, practical facilities that existed. Then the Techs were closed down, amalgamated with the high schools and many of these opportunities we’re lost. Craft, Design and Technology was introduced to schools. It was a fine subject but it didn’t adequately replace the workshop experience which lead more directly into future trades.

In my time as a teacher, Australia has often adopted approaches to education from overseas. And so, in my understanding, was Craft, Design and technology, replacing full workshop experience following the trend in Britain. On my study leave in 1992 I visited a number of schools in Britain who had excellent CDT programs which were of great benefit to their students. However, I believe (my opinion) that they were also a cost saving measure given that authentic workshops were expensive to build, equip and maintain.

The move from a practical background into a trade was a normal occurrence when I started. These days I do have to visit Wangaratta on occasions and sometimes nostalgically park next to the Junior Tech where I started. It is now thoroughly closed and looking very derelict-shame as some of those facilities were built during the four years I was there. I reckon some of those facilities could be useful today - hindsight is a wonderful gift!

Written by Chris Tudor

Principal Thoughts 2024// Issue 11: This Is Important and Needs Some Time

Mon, 13 May 2024 08:43:08 GMT

This Is Important and Needs Some Time

In Principal Thoughts 9, I emphasized the importance of the Principal knowing the constitution well and understanding how a Board of a Not For Profit Organisation should operate if it is operating well.

By chance a couple of weeks ago, the Australian Institute of Company Directors released their latest excellent presentation on Not For Profit Boards and their responsibilities which would include Schools. They have allowed nonmembers of the AICD to have this information. We have produced it so you have a copy.

A more detailed presentation can be found on the AICD site aicd.com.au

In order for a Board to cover all its responsibilities, a Board meeting calendar is valuable. Some issues are important to have at each Board meeting and some can be dealt with occasionally- but not randomly; hence the value of a Board Annual Calendar.

To conclude, I haven’t seen anything as good as this so it is worth looking at.

Written by Chris Tudor

Principal Thoughts 2024// Issue 10: A Principal Should Always Be...

Mon, 06 May 2024 08:57:54 GMT

A Principal Should Always Be Aware, Reflective, Considerate, Firm When Necessary, Approachable and Definitely Positive - ETC

It is no secret that Alice Springs has been struggling for some time, probably much longer than the press reports. Indeed the negative story about the town has travelled far and wide. All of us here will know of people who have left the town or are intending to go. It is not good but it is a reality. Most of us, when we have been interstate, will have been questioned urgently about the state of play here. I recall a member of the editorial staff of a major paper who was conducting a presentation for a board I was on, said that of course bad news is what sells. He also noted that most journalists wanted to have articles in the front 3 pages of the paper if possible and if they were unable to achieve this they would be considered by their colleagues as “losers”, an undesirable title.

Whilst the negative regarding Alice may be a reality, I wonder why it also tends to drown the Positive, regardless. I am dismayed at some of the other on going negative media stories from elsewhere in Australia, hardly inspiring the population and in many ways pulling national morale down each day through their negativity.

But then onto the TV was cast the Ad for Parrtjima, the spectacular, meaningful Festival in Light, wonderfully crafted and thoroughly meaningful. The colour drowned the negativity and going to a nighttime presentation was so uplifting and positive. How spectacular to once again have the Macdonnell Ranges and the land in front to be the canvas for this dramatic, colorful display featuring stories told by local Aboriginal People. And wasn’t it great to see so many families excitedly enjoying the show.

I thoroughly enjoyed the presentation as did my excited grandchildren. The displays were set up to really engage the children and indeed the adults. A gigantic puppet wandered amongst the crowd with volunteering children helping to move the arms etc. They not only were watching but were also doing and they couldn’t wait to have their turn. Children really respond to being engaged and schools that engage their children effectively are successful.

Alice Springs was once again on the National stage for something positive and we as its citizens could be proud of what was being beamed to the nation. What a relief!

My first French teacher in year 7 started the year with a lecture on how he expected hard work and all he could promise was “blood sweat tears and toil.” His words terrified rather than inspiring me and consequently it was not a positive start to my French career. As it was I learnt to like him as a teacher but it took a while. I have always remembered that and as a teacher tried hard to be positive and encouraging. Sure you must keep the class under control but think constructively to do that. As all Principals should know effective teaching is based on a good understanding of your own character and how you come across and how you can use this understanding constructively. Enthusiasm is a good quality to have for a start. Though we are a relatively small group of schools we are mostly very different, trying to make our schools relevant to the communities we are serving. Really understanding the community is another important ingredient. When I started teaching some of my students were from Tobacco Farms. As you might expect all of these farms don’t exist now, most having become vineyards. During tobacco planting times many of the students would be up at dawn helping to plant the seedlings. After that they would have to catch a country bus to school, may be 45 minutes or an hour so it was no wonder they were not very receptive to learning and would be dropping to sleep mid-morning. Most schools will have particular issues to deal with. To ignore these will not result in effective teaching.

When training as a teacher what is sometimes presented as a normal way to organise a class may not be what is required for a particular class or classes you are responsible for. It is rather likely to require reflection and initiative by the teacher to craft what is appropriate to their situation. I have always been a little wary about what is the latest and greatest way to teach, coming out of teaching institutions because they don’t necessarily tackle the nature of the particular students in a specific school. I had a small class of 4 aboriginal students which I used to teach in my office -aged year 7 or 8 One boy in particular had undertaken a reading test and tested out as barely a reading capacity of grade one. I found the boy to be easy to engage, had quite a good general knowledge.

On “Spec” I tried to have him read a page of a John Marsden novel, obviously something at the level of his chronological age. It was an experiment and how surprised I was that he read it fluently. I rapidly jumped to the conclusion that he didn’t understand what he had read. I questioned him on the content to see what the outcome would be and his comprehension was 100%. What a mystery! It took a little time to solve the problem - simply he just couldn’t do tests! Well forget about NAPLAN. He went on to be successful at school and passed his NTCE in year 12. By the way, one of the subjects he did in year 12 was music because he had a magnificent voice. The “norm” didn’t suit him and was important to explore what might actually work for him.

Teaching can be a really tiring occupation and this is evident as the term goes. As Principal I used to remind teaches to be careful of week 7, which is when they start to really become weary and perhaps a “little short in the grain.” I thought that acknowledging this was a way of being supportive and understanding. Sometimes all a teacher needs is some acknowledgment and some understanding. However the job of Principal is also difficult and really demanding with everyone, including the Board, needing everything. I used to say that being a Principal is like being a Chameleon on a multicoloured blanket. This may not be entirely accurate but you get my “drift”.

Though a Principal may often not feel like it, I believe it is part of their role to project positivity. They have, through a thoughtful approach, the ability to lift staff spirits, to make teachers and students feel valued and supported even in the abyss of week 7!

The final thought I have is don’t shy away from writing down what you intend to say, who you must follow up , what the positive thing you are going to profile is etc. Remember you often spend the day with a very cluttered mind. But do it on something you can put in your pocket - then it will be done. Remember you don’t carry your computer around with you. I guess your phone is maybe another way but I’m a fan of the notebook.

Delivering a positive message is sometimes best done by preparing what you are going to say. I used to think that most of what I said at assembly or other gatherings was best said without notes.

I found that if I wanted it to be my best I would write and it would then have the appropriate thought, I would get names right and stories straight. An excellent word-smith is our very old Patron, Austin Asche who was also Administrator of the NT. He wrote his speeches and they were excellent because they had been expertly crafted.

Being a Principal is challenging but being positive and making the school positive must be a key objective. I reflected in one of my earlier articles about a very experienced Management Consultant I heard address a conference of Principals. He observed that the role of a Principal was perhaps the most complicated and challenging that he knew. Food for thought!

QUOTES FOR THE WEEK

“You define your own life. Don’t let other people write your script.” - Oprah Winfrey- is a talk show host, TV producer, actress, author etc. She is also a major Philanthropist. She established an excellent Boarding School for African Girls in South Africa which they can attend free of charge. She also supports students in their education after they graduate from school. A good friend of mine who has been the excellent head of four schools was Principal of this school. I had a very informative visit to the school staying over for a couple of days.

“We make a living by what we get, but we make a life by what we give.” - Winston Churchill-Leader of Great Britain in World War 2. Politician and prolific author.

“Always remember that you are absolutely unique. Just like everyone else.” - Margaret Mead-was an American cultural anthropologist from the1960s and 1970s.

“Life does not have to be perfect to be wonderful.” - Audrey Hepburn- Brilliant British Actress

“When we strive to become better than we are, everything around us becomes better too.” - Paulo Coelho- Famous Brazilian author noted for writing the International Best Seller - “The Alchemist.”

“It is never too late to be what you might have been.” - George Eliot - was Mary Ann Evans’ pen name. She was an English novelist, poet and journalist.

“Give light and people will find the way.” - Ella Baker- African- American civil and human rights activist.

“The way I see it, if you want a rainbow, you gotta put up with the rain” - Dolly Parton-is an American singer - songwriter, actress and Philanthropist.

“This journey that I’ve been on has shown me that it doesn’t matter how big your muscles are, you need to have a strong attitude and mindset.” - Turia Pitt- Athlete, Actor, Motivationalk Speaker and Mining Engineer. She survived severe burns during an ultramarathon in the Kimberley in 2011.

“To be driven by passion is more likely to bring success than to be driven by money. It’s an unrealistic notion that money makes you happy.” - Carolyn Creswell- Founder and Managing Director of Carman’s Fine Foods.

Written by Chris Tudor

Principal Thoughts 2024// Issue 9: Really Understand This Part Of Your Role

Mon, 29 Apr 2024 09:03:03 GMT

Really Understand This Part Of Your Role

I have written about this before but having just attended, on zoom, the two day conference on Australian Governance, titled the Australian Governance Summit 2024 held at the Convention Centre in Melbourne, hosted by the Australian Institute of Company Directors, I’m keen to revisit this topic of Governance. I have the good fortune to be a Division Councilor of the NT Division Council which helps me keep up to date with governance matters and to participate in such decision making.

All schools in the NT will be incorporated in some way. St Philips in earlier times was incorporated through the Uniting Church Northern Synod which was incorporated itself by an act of Parliament. Government funding won’t flow unless a school is incorporated. Some schools will be incorporated as Incorporated Associations, under the Northern Territory Associations Act. Other schools will be incorporated as Companies limited by guarantee. This means they are public companies incorporated under the Corporations Act and therefore have a board of directors. Those schools under the Associations Act will have a committee of management which will perform a similar role to a board of directors. The committee will sometimes be referred to as a Board.

In both cases Board (Committee) Members’ Duties include:

a duty to act in good faith in the best interest of the organisation.
a duty of care and diligence.
a duty not to disclose or make improper use of confidential information
a duty not to make improper use of the position of director.
a duty not to trade while insolvent.

Incorporated Associations that are also registered Charities need to lodge an annual information statement with the Australian Charities and Not -for- profit Commission ACNC. The Principal should also always check their responsibilities in reporting to the NT authorities.

Companies limited by Guarantee relate to the ACNC for anything relating to its charitable status and ASIC for anything relating to its corporate status. Again the Principal should also always check their responsibilities regarding reporting.

These requirements can be complicated and changeable and there are more of them, which highlights the need for the Principal to be thoroughly across the school’s constitution which is that document that really does set out the nature of the school and how it is to function. Don’t be satisfied that X person has completed what is statutorily required to keep the school compliant. Know what is required, be aware that this can be changeable and ask the question about whether compliance has been attended to. As the CEO be aware of the Board’s obligations under the constitution and make sure they are fulfilling these. Not all chairs are good at this and some can be very inexperienced.

Having a thorough understanding of how the school is governed is so important for a Principal and indeed all Board Members. I think I had my first Board experience in 1975.To use that as a template for now is ridiculous. Over those fifty years, governance has changed dramatically and goes on changing. There is no question that it is interesting but Board members have to keep across it.

In the 1970s boards were mainly male, directors held power and gave orders. There was a strong demarcation between Board duties of Finance, Strategy and appointing the CEO (Principal) and the Principal’s key responsibility, the operational side of the school. Boards would quickly deflect any operational issues to the Principal. However today, with the responsibility Boards have for risk, they are wisely less likely to do this.

Boards should never take over the Principal’s operational area but should be prepared to ask questions about it. Good effective questioning is indeed a Board’s “stock in trade”. Boards should be familiar with the need to respond to change-“but we’ve always done it this way” won’t in fact cut the mustard. A big one for the Board is anticipating change so it might be ready for it.

Governance should be anchored in strategy, forward thinking not simply compliance. Being a Board member is a creative job as of course is that of being a Principal. As, Bob Dylan rightfully wrote, “The times they are a changing.”1975 and computers hardly existed in schools. Now they are such a force and upgrading all the time. A couple of days ago I got properly scammed. The scammers were brilliant, but much more effective than the last time I was scammed about three years ago. When I told my 44 year old son he chastised me and asked ChatGPT, a free- to- use AI system, to write some directions that I could consider so I didn’t get scammed again. Four paragraphs quickly emerged in about three minutes, of excellent advise I could well use in the future. How brilliant! A new age and AI is going to get more and more powerful and do things well beyond our imagination.

The highly creative and very wealthy Elon Musk has launched a constellation of small communication satellites into space which can be accessed via his technology which can be bought by the ordinary travelling consumer at a price less than a sat phone. The system which plugs into a mobile phone has increased communication across the world providing safety and communication to so many remote people, a real blessing for the NT. Whilst safety and communication have increased so much it has also changed how people operate. A friend of mine who has a mate who runs tours down the famous Canning Stockroute said that prior to this technology becoming available, at night , on the track, people would sit around the fire and talk or drag out a guitar and sing songs. Now they have faces stuck in their mobile phones. Wow, what a social change even when in ultimate isolation.

There was a time in some schools where strategic plans were set in concrete, regardless of how the world was changing. Strategic plans are at best a base case and the plan should be a regular item at the Board meeting. Plans are often best communicated in one page, should be clear and refer to The What, The How and The Who and then there will be a clarity of strategy. However when discussing strategy it is always worth remembering there is usually always a second right answer. Experimentation can be important. In the process design thinking should be valued. Design thinking is difficult as it derives simplicity from complexity so a larger group can understand it. Design thinking aims not just at any answers but rather right answers, and in fact the Best Right Answers. Of course any Business Plan should be drawn be in line with the Strategic Plan which should never be regarded as finished.

So, to enable good effective discussion and decision take place there should be a diverse range of skills on the Board, a diversity of thinking, a willingness of all to contribute and a gender balance. In my experience Boards I have been on worked best with a gender balance. In 1975, there was little expectation of any gender balance. We live very much in a different age and have to respond to the requirements and challenges of that age. Legislation has changed, education has changed. The age of Baby Boomer parents of school children has now really drawn to a close and the Boomers who enthusiastically sang Dylan’s words from the “Times they are a changing”- “Please get out of the new world if you can’t lend a hand” is now relevant to ageing Boomers.

POINTS TO CONSIDER FOR THE WEEK

As a 1951 model I’m well and truly a Baby Boomer. I don’t want to sink under Dylan’s message-rather really try to understand the new generation with so much of its fabulous thinking!

There is always a second answer but be prepared to look for it.

All schools in the NT will be Incorporated in some way.

The Principal should be familiar with and really understand the Constitution.

The Principal should know but also check their reporting requirements.

Good effective questioning is the essential skill of a board member.

A Board should try and anticipate change and attempt to be ready for it.

A Strategic Plan must be adaptable to circumstances and not set in concrete.

Written by Chris Tudor

Principal Thoughts 2024// Issue 8: What Is The Value Of Values?

Mon, 25 Mar 2024 07:44:54 GMT

What Is The Value Of Values?

Engaging in discussion on an Einstein Project with my 10 year old Grandson has been really enriching for me. Go education! I probably wouldn’t have known whom Einstein was at his age and certainly would never have known his famous equation E=MC2.But my Grandson was right into it and with a passion. Two features about the very interesting Einstein are his creativity and his infectious ability to share his ideas with others. As I write this the lights start flashing, for these are two of the really important characteristics of a good, effective Principal.

Teaching is more often than not stimulating, and it is surprising how much you continue to learn as a teacher. In fact it is said the best way to learn something is to teach it. Furthermore, you only need to look at the faces of those you are teaching to see how effective you are.

It had rained in Alice for several days and the rivers and creeks were up - always an unusual but exciting event. I had just finished a major task (for me), the annual report for the Country Education Foundation of Central Australia. I had just dropped it off at the Government Office and felt I needed a little “air” before the next project. So, I headed out of town up the North Stuart Highway until the turnoff towards Wiggley’s Waterhole and Gorge appeared. I turned right and plunged into the bush, into the potholes and through the washouts. The short journey had been cathartic, and I turned my mind to my weekly Principal’s Thoughts to engineer a relevant topic. I found one in my busy head and started to piece things together. It was serious stuff but then I was struck by the beauty of the rain-soaked bush which seemingly started to green before my eyes and then, before I knew it, I was drawing up beside a swiftly flowing Todd as it passed though Wiggly’s gorge, forging its way south through the bush towards Alice Springs. What an exciting bush scene which affirmed, as it always does, how much I Value the bush and though I’ve seen this over 38 years heaps of times, it is still super special for me.

It didn’t take long for me to discard my original plan for this week’s Principal’s Thoughts and to move onto a new tac which you are reading now. Yes, a good teacher knows when they are not “cutting the mustard” and then changes what they are doing so the faces of their students may indeed light up with enthusiasm and interest. And a Principal must do the same when addressing both students and staff. You know, when you have lost them, you have lost them! Staff will switch off with a boring talk and you are kidding yourself if you think they are listening.

So ‘What is the Value of Values’ comes shining onto the agenda. On my journey through this invigorated bush, I came across a pile of rubbish that had been dumped there. Like any of you, this infuriated me. It was an “I don’t care” message and an “I’ll do whatever I want, and no-one can stop me” signal. Whoever dropped this obviously didn’t Value the landscape I was looking at. What a pity!

Values are extremely important to us as Principals and it is always good for both staff and students to know what you Value, given example is such a powerful teacher. Blandness achieves nothing. The big challenge is for these Values to become a known and an accepted part of the school’s culture. You and the School must stand for strong ideals, and these should be displayed regularly in all manner of creative ways.

I started teaching with an idealist who believed in anarchy, the philosophy where people have the right to do as they like. I’m not sure how long he held this view, but years later I met him again and clearly, he had changed philosophies, particularly as life had lead him up the path of becoming an acting Principal. Though I was friends with him I was very happy that the road of life had caused him to Value some valuable Values.

I love the bush around Alice and it is indeed very special to me and I love taking visitors for journeys along many of the interesting winding tracks. I love taking my grandchildren out into it, identifying the vegetation, understanding the landscape, looking out for wildlife and searching the trees for birds’ nests. I want my grandchildren to really know how much I Value the bush and for them to Value it as well.

I am so impressed with the colossal work of the Alice Springs Mountain Biking Club who have spent thousands of hours building trails through the bush so others can gain Value themselves from what the club really does Value. Yep, Value is indeed extremely Valuable and is worth a pot of gold.

I’ve mentioned before that I loved putting up story boards which underpinned the school’s Values. Occasionally someone might say they don’t agree with a board. However they must realise this is an example of some of the Values the school stands for. On the school Hall I had a large sign made which says “Look towards the Rising Sun”. I wanted students to really appreciate how the rising sun was positive, producing a new day with new opportunities and new hopes. There are few places better than Alice to be able to truly Value the Rising Sun.

If as a School you have obvious, strong Values then as Principal you can continually refer to them. There are plenty of examples in this world displayed continually on TV, of cruelty and in fact we are over exposed to it. If it is clear that the School Values not being cruel then when dealing with a student who is being cruel, perhaps guilty of bullying, this can be clearly shown to the student- “We don’t believe in treating people like this.” Usually with students it is best to be simple, explicit and definite.

So what is the Value of Values. It is enormously Valuable. Values are indeed the corner stone of your school’s culture. Things work best with students if these are obvious and can be repeated and it is easy to do this with stated Values. It is much harder if you have to make it up as you go along. Time moves on, aspects of the world change, new issues come to light all the time, but core Values maintain their credibility and Value. Sadly there are so many examples in the world where Values have been lost or discarded. It is sometimes easier to accept this as the norm which is a pity.

Linked indelibly to Values is the action of Caring, defined as an action because it is important for people to show it and not just think it. It is a pity when people say “I couldn’t care” or “who cares” about something of Value. Manners are a way of showing consideration to others. Not caring about these is ignoring this consideration.

People can insulate themselves from the feeling of caring by convincing themselves that they don’t care. The understanding of caring is so important that at St Philips we included it in the new motto developed in 1988 - “To Strive , To Seek, To Care. We wanted the new school to have a focus on “Caring”. By the way, the value of a motto is that all in the school, staff and students, will know it and it can be referred to regularly, emphasising something of the School’s Values. The motto I had at school was in Latin - it would have been better in English.

Finally, the school’s Values can be profiled by a school song - if you haven’t got one it is rewarding to create one and teach it to the School.

HELPFUL QUOTES ON VALUES FOR THE WEEK:

“Strive not to be a success but rather to be of value.”

- Albert Einstein - Famous Scientist.

“Time is more value than money. You can get more money, but you can’t get more time.”

- Jim Rohn - American Author and Entrepreneur.

“The value of life is not its duration, but its donation. You are not important because of how long you live, you are important because of how effective you live.”

- Myles Monroe OBE - Evangelist from the Bahama.

“Your words become your actions, your actions become your habits, your habits become your Values, your Values become your destiny.”

- Mahatma Gandhi - Indian iconic leader.

“Do your little bit of good where you are; those little bits of good put together, overwhelm the world.”

- Archbishop Desmond Tuti - South African Anti-Apartheid Leader.

Josiah Wedgwood famous British Potter and Entrepreneur. Wedgwood made his commitment to getting rid of slavery by using his craft to make an anti-slavery medallion. On the medallion is the image of a kneeling slave in chains speaking the words “Am I Not a Man and a Brother”. These medallions became an international symbol of the abolitionist movement. Wedgwood used his pottery to speak his values.

Written by Chris Tudor,

Principal Liaison & AISNT Historian

Principal Thoughts 2024// Issue 7: Building Bridges – A Delicate Art

Mon, 18 Mar 2024 07:56:46 GMT

Building Bridges – A Delicate Art

A few weeks ago, my dog and I had the pleasure of spending the night with an old friend of mine and his wife down by the beach. The night was so enjoyable - two other old friends came over and we had a pleasant and jovial meal followed by a few hours of singing old songs we used to sing in our hiking days, through the nights, as we sat around the campfire. That would have been some 50 years ago, and I could still play them on the guitar and everyone remembered the words. The human mind is indeed amazing!

As human beings we tend to be social creatures and keeping up with old friends is to be highly valued even if they live so far away. These special friends of mine are all called John and believe or not are all engineers, two civil and one chemical. One of the civil engineers had spent part of his career designing and building bridges, a delicate and exacting undertaking. People of my age will sadly remember the West Gate Bridge which collapsed during construction, highlighting the need for precision engineering both at the design stage and in construction.

During my life I have crossed many bridges both actually and metaphorically and I appreciate the human skill that goes into, not only making them look good, but also safe and able to withstand the rigours of the environment. One of the bridges I have enjoyed crossing is that magnificent construction, the railway bridge over the Forth estuary in Scotland. The bridge to me is a work of beauty and has withstood the rigours of time and the environment for 134 years. It is 2,529 meters long and is comprised of 54,000 tons of mild steel plate. The bridge is held together by 6.5 million rivets (approximately).The work required to bash in this huge number of rivets by hand is mind blowing.

I have taken students across this bridge, and they have had to tolerate my excitement as I pointed out the vast number of rivets and explained how the original ones were put in. What a job! If the bridge is to stand safely this job must be done well.

How important is it as an educator to teach students to be good competent bridge builders.

So why must they learn this art? It is so they can become competent engineers of life. Well taught and encouraged this personal engineering will help their passage across many difficult streams. One of my family was on year 10 exchange overseas. In the first week she rang home and not unexpectedly, home sick. I listened sympathetically, but my other daughter advised “tell her to build a bridge and get over it.” I had never heard the saying and of course I have never forgotten it. My daughter did build a bridge and got over it and had a fantastic exchange.

It is always helpful to know which students really do need a hand to build a bridge and to be shown how to get over it and reach the other side. For some it is relatively easy but for others it is a difficult but much longer process. The student will benefit from the right kind of help, patience and understanding. It is important that the bridge is visible, crossing it can be seen to be achievable but should never be presented if it is a “Bridge Too Far”. A “Bridge Too Far” will only create a feeling of failure and discouragement. It is always problematic that when the bridge is presented to a group, it may not suit everyone and a teacher has to be sensitive to this. Encouragement is always valuable in the journey across the bridge as is asking how students are travelling in this journey.

Of course, this analogy also applies to teachers. It may relate to experienced teachers who are becoming jaded or finding a change difficult. It may relate to a personality issue or to managing stress or juggling too many responsibilities and not being able to do them all well. The Bridge can all of a sudden seem eternally long.

The Bridge may be that which is serving an inexperienced teacher and crossing it effectively requires some support and a watchful eye from an experienced teacher. But beware - the teacher may actually be hiding the fact they are actually struggling.

In the restoration work completed on the Forth Bridge in 2011, 500,000 modern very strong Tension Control Bolts were added to the structure. Maintenance and safety are a bridge that a Principle continues to walk over, seldom getting to the other side. Like with the Forth Bridge, upgrading is usually on the agenda. In my 30 years I was always bemused with some regulations which demanded a modern approach to something built currently. Though old regulations were out of date, construction relating to these were not always required to be updated even though they may be considered less safe. That of course provides a safety issue for a school board. “She’ll be right “is no longer acceptable. If modern “School Equivalent Tension Control Bolts” are required immediately, metaphorically or in reality, then they are required.

The Bridge for a School Principal of course is never ending. I contend that those who have been a school Principal really know what it is like but as time goes on they become more proficient at their “trade.” Certainly those with a natural bent towards the role will make a good “fist “of it from the start. However all Principals should realise the importance of on-going effective professional development. Though Principals often feel they are too busy to undertake PD they must, for the sake of the school, see it as a priority. A good idea can be “worth a million dollars” and will help their journey across the bridge.

Not everybody will cross the bridge at the same rate whether they be Principals, Teachers or Students. This understanding is really important for Principals and underpins their natural acceptance of the need to be tolerant. Sometimes politicians don’t understand this and want everyone to cross the bridge at the same rate. Students aren’t crafted like this. They don’t all mature at the same rate. Similarly new teachers learning the craft of being a teacher may not all progress at the same rate, some needing support for longer. Often in the game of teaching, in the quest to be fair, there is a desire to ensure that everyone has the same input - such an approach is problematic. Unfortunately, there are some aspiring teachers who will never cross the bridge because they don’t have the ability.

Sadly, teaching potential is often predicted by some officials considering ATAR results, particularly by some politicians, whereas effective teaching relies heavily on the capacity to relate to students, to be able to communicate with them and dedication.

Another challenging bridge for a Principal to cross, from time to time, is working with their Board to produce or update a strategic plan. This is obviously exciting but no “walk in the park”. I remember my first engagement with this was a real challenge which I found really difficult. Fortunately I was able to refer to my mentor who had been a really experienced Principal. If finding tasks like this difficult then reach out for assistance to help you cross the bridge.

The bridge is indeed an effective analogy and provides for Principals pictures of ongoing requirements and challenges which will make them successful at their job. The power of the picture-there is surely great strength in it.

Some Useful Quotes:

“You can’t achieve greatness if you’re not willing to put in the work.”

“Success is due to out stretching to the challenges of life. Failure comes when we shrink from them.”

- GEORGE STEPHENSON - Pioneering Railway Engineer

“It’s worth remembering that it is often the small steps, not the giant leaps, that bring about the lasting change.”

“With age does come experience and that can be a virtue if it is sensibly used.”

- QUEEN ELIZABETH II

“Human greatness does not lie in wealth or power, but in Character and Goodness.”

“Whoever is happy will make others happy too.”

- ANNE FRANK. Wrote diary while hiding during occupation of Netherlands during World War 2. Died in Concentration Camp.

“You can’t shake hands with a clenched fist.” “Forgiveness is a virtue of the brave.”

- INDIRA GANDHI - Prime Minister of India

“Don’t ask what the world needs. Ask yourself what makes you come alive and then go and do that. Because what the world needs is people who have come alive.”

- RON BARRASSI-AUSSI RULES LEGEND

“I have learned you are never too small to make a difference.”

- GRETA THUNBERG- Young Climate Change Champion

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2024// Issue 6: The Power of the Story

Mon, 11 Mar 2024 08:07:08 GMT

The Power of the Story

People around the world have shared valuable ideas through stories - forever. A good story well-crafted and presented is such a wonderful teaching tool. Stories told in a school can help underpin the School’s culture and illustrate the value of a good school community. Camps provide a great environment for storytelling. Teachers who deviate from their stated lesson and share a good story with students are often appreciated and students learn from the story. If it is good they will remember it, learn lessons from it which last sometimes for years. As Principal you have many opportunities to tell stories to students, staff and indeed parents.

If you are a good storyteller you have an advantage, though you can always refine the craft. If you are not, teach yourself this craft, study it and practice it. Remember not to make it too complicated and settle on making one or two points. If you make too many points all of them will be lost. Send people out with something to think about, preferably one good thing. I always get a thrill when old students quote a story back to me well after they have left the school. Every time you address the school you are on critical show and it is always an opportunity to present yourself well. Principals who don’t present themselves well on these occasions lose credibility.

There is a story in most things and an assembly is a good time to tell it. My office was like a museum filled with lots of interesting things all of which would eventually make their way to an assembly talk. Using something visual provides a memorable foundation on which to rest a point, something for everyone to focus on during the talk. Aim to make the talk at an assembly a suitable length for the age group. Often seven or eight minutes is long enough for secondary kids, shorter for primary. However you will know your school and when the students start to become unreceptive.

I was listening to an analysis of the effectiveness of Winston Churchill as a speaker, as I drove back from the Deep South recently. Some talks can be really entertaining as they are presented, draw laughs and are enjoyed but the points made are not taken away by the audience. By his time as Prime Minister of Great Britain during World War 2, Churchill had mastered the art of communicating with the people so that they remembered and appreciated the points that he made. Some people are able to do this “off the cuff “but Churchill didn’t, he spent hours crafting his speeches, editing them so that every word could be understood by the people. In public speaking, and it is in public, near enough is not good enough. As Principal this is a time to really make a difference.

Recently I was struck by some information which was new to me. Perhaps I should have known it. I was wondering why the Kangaroo and Emu were on the Australian coat of arms. I thought, at my age, I should definitely know the answer and now that I do will certainly make sure all my Grandchildren know it. These two wonderful Australian animals are there because they are definitely ours but also because neither can move backwards, highlighting that Australia should always be moving forwards. Isn’t that an interesting point!

I was on a plane flying to a conference in South Africa, and was suddenly taken by the fact that I didn’t know the national bird of our Northern Territory. Well, how “cool” is it that ours is the Wedge -Tailed Eagle with its 2.5 meter wing span, it is the largest Australian bird of prey. These magnificent birds partner for life! I had Wedge Tailed Eagle Badges made which were symbols of success, given as badges of honour to students who were successful at something.

And what about our NT national animal? It is the largest living marsupial with adults standing 2 meters tall and weighing 75+ kilograms; it is indeed the big Red Kangaroo. I think kangaroos are magnificent animals, wonderful to watch. On my farm I have lots of Greys and I love observing them, watching the joeys and their mums and how they will dive headfirst into their mother’s pouch as she heads off seemingly not hampered by the weight of her joey.

These birds and animals are ideal subjects for short, well - crafted memorable talks of meaning. Of course it will help to have a toy kangaroo on hand even when talking to year twelves.

A talk can be enhanced by doing something very different. I did the following several times. The talk would be about community service. Pause and I would hold up a $5 note (when they were around) and asked for a volunteer. When the volunteer chosen came onto the stage I would give it to them and saying they could keep it on the proviso that they spent it on something to help someone else. It took a few tense minutes for the student to realise that it genuinely was theirs.

It was November 11 and I was giving a talk on what Remembrance Day was. As the talk began to reach its apex, into the hall marched my dog Sketch, walking down the center aisle and up on to the stage and sitting at my feet looking up at me. The topic of the talk quickly shifted to loyalty! Here was a great example of loyalty not to be missed. So if the wind changes be prepared to take opportunity to change your talk, particularly if a golden teachable moment comes floating by!

General Peter Cosgrove visited the College when he was made Australian of the year. Of course a few years later he became Governor General. He began his talk to the assembled school from the stage but then left the stage and conducted a question and answer session, from the floor, in deliberate close proximity to the students. He was brilliant at this but his surprise proximity to the students really helped.

There is nothing like surprise to attract a group’s attention. I was going to address the year 12 parents in the museum of the school’s Fred McKay Centre. A convenient log was at hand so I climbed onto it, began my talk, and then promptly, unwittingly, fell off, sprawling ungainly over the floor. I climbed back onto the log, a little bruised in both pride and body, knowing I had everyone’s full attention!

Getting the attention of the audience quickly is essential for a good talk. Some sort of impact start is always worthwhile. The surprise, whatever it is, quickly focuses the audience. Starting with a dull explanation about something might be logical but it won’t capture the audience away from the myriad of other things that are, at that time, occupying their minds.

So addressing an assembly, a group or a class or parent occasion is such an important opportunity for a Principal to profile themselves positively and to deliver a worthwhile message - these are opportunities to be truly valued and not to be missed. These are times that help to define whom you are.

USEFUL SAYINGS:

“There’s just so many great stories in the past that you can know a little about, but you can’t know it all, and that’s where imagination can work”.

- Geraldine Brooks - Australian Author

“Start by doing what is necessary, then what is possible, and suddenly you are doing the impossible.” “A single sunbeam is enough to drive away many shadows.”

- Saint Francis of Assisi.

“Live with passion and compassion, proceed with optimism, value disciplined thinking, be open to intimacy and love the mystery.”

- Saint Peter

“Take risks in order to innovate.” Buddha “If you truly loved yourself, you could never hurt another.”

- Anna Bligh - former Queensland Premier

“One person’s view is not to be sniffed at. Everybody is entitled to have their view……….and they are entitled to express their view.”

- Amanda Vandstone- Former Minister in the Australian Federal Parliament.

“If you get angry, stay silent.”

- Prophet Muhammad

“Don’t underestimate your opponent, but don’t overestimate them, either.” “Be yourself, know your power, have confidence in what you have to contribute.”

- Nancy Pelosi- former Speaker of the United States House of Representative.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2024// Issue 5: It Only Takes A Spark To Get The Fire Going.

Mon, 04 Mar 2024 08:22:36 GMT

It Only Takes A Spark To Get The Fire Going.

“IT ONLY TAKES A SPARK TO GET A FIRE GOING” - Kurt Kaiser 1969.

These words from the song “It only takes a spark to get a fire going” by Kurt Kaiser are not simplistic but rather very poignant, particularly for teachers as they search for the sparks that will fire up the minds of their students or Principals as they set out to fire up their staff. For to not be able to light a spark will be a pity. Some teachers may be panicked about getting through the massive amount of work in the overcrowded curriculum and in concentrating on the volume of work may miss lighting the spark. Others may be creating to ensure they produce lessons which light the spark in their students. Volume verses Creativity.

As I sit on my tractor slashing a paddock, I’m aware of the dangers of this activity starting a fire This can occur if the slasher blades strike a stone causing a spark which ignites the grass. Once a fire starts it is pretty hard to stop - stamping on it is not going to do it. Slashing is banned on a fire ban day and at all other times an extinguisher must be carried on the tractor. As the years go on Principals have a list of problems, realised through experience, of negative, thoughtless, ill advised, or painful events. If they are wise they will use their “fire extinguisher” to put these out before they flare into major trouble. An old Principal friend of mine had the saying, if something was shaping up to be unfortunate, “that’s going to be a bag of nails.”

So, the spark can figure in both positive and negative analogies. I have found it such a useful strategy to focus on a problem via an analogy. This enables movement out of that dreadful fog of overcrowded thoughts.

An amazingly vivid and sensitive poet and singer of the 1970s was Cat Stevens. In 1973 my brother and I took about 45 adolescents from the youth group we ran to see the “Cat”. He was outstanding, so appealing and it was a privilege to see him. The fire of enthusiasm for his music was certainly sparked that night. However, the people behind me would not stop talking and the bushfire of anger was definitely lit within me.

The Cat wrote a song called “Father and Son” and these words often come to mind when considering change:

“It’s not time to make a change

Just relax and take it easy

You’re still young, that’s your fault

There’s so much you have to know”

Yesterday I started on this piece and as can happen, the words and ideas were not flowing to my satisfaction. This morning, words and ideas were bubbling all over the place. But surely it would be a waste not to use what I had done already. However I knew I wouldn’t be satisfied unless I “ditched” them and started again. As I continued to write with new ideas burning brightly in my mind, I was pleased with the action I had taken.

Principals can be reluctant to change their mind because this can be seen as a sign of weakness or indecisiveness. I think that Principals being willing to change their mind is a sign of wisdom and good leadership. Sadly history is riddled with leaders, particularly military and political leaders who failed to change their minds and sparked the fire of disaster. A leader should always be ready to re-calibrate if that seems to be the best thing to do. Good leaders are thoughtful leaders and are always ready to accept a better way if it appears.

One of the hardest jobs a Principal does and one of the most crucial is the appointment of staff. When short of staff and finding recruiting a difficulty, it is then that a principal is vulnerable. The thought that the school will be a teacher down causes that dreadful sick-feeling in the stomach and the weight of responsibility seems much heavier than normal. It can be then that a Principal will make the wrong choice because when considering someone who is perhaps not up to standard, they can hope that the person may magically, not logically, be the right choice and so they take them.

Often hope becomes the Spark the Sets a Fire Going and, to quote my old friend, they have taken on “a bag of nails” with all its ensuing heartache. Many parents will say to their children, “No means no”. A principal must never lose sight of these words unless there is a very defendable reason. NEVER APPOINT A DISASTER TO MAKE UP NUMBERS!

But back to students. If the learning spark is lit within the students, the result will be enjoyment and satisfaction for both the students and the teacher. When the students go home at night and the parents ask how school was, how positive it is for them to reply “terrific” and everyone feels satisfied.

If a teacher fails to light the fire in their class, then it is likely students will become discontented, then boredom and bad behaviour can take over. So a Principal as a fire lighter has the never ending task of inspiring teachers to be true, enthusiastic fire lighters as well. This is not the Principal’s task only at the start of term but at every reasonable opportunity. The Principal MUST set out to inspire and fire their staff and if they are able to do this the school will be successful. I’m of the firm belief that the first job of the Principal is to be the educational leader of the school. Schools where I experienced Principals who were purely administrators lacked fire and enthusiasm. I would never appoint a person to a senior position in a school if they indicated that they were “sick of teaching and wanted to get into administration.”

REMEMBER:

It only takes a Spark to get a fire going.

Avoid a bag of nails.

Teachers must be fire fighters.

Principals must be fire lighters with staff and students.

Beware of hope overtaking a good decision.

Is now the time you should make a change.

Never appoint a disaster to make up numbers.

Lack of Spark in a class leads to boredom and trouble.

A Principal is the educational leader of the school.

Never appoint someone “sick of teaching” into a position of administration.

QUOTATIONS:

“Don’t be afraid. Be focused. Be determined. Be hopeful. Be empowered. Empower yourself with a good education, then get out there and use that.”

- MICHELLE OBAMA-Former American First Lady.

“It is not good to cross the bridge before you get to it”. “I think you should take your job seriously, but not yourself-that is the best combination.”

- DAME JUDI DENCH- English Actress.

“I never want to change so much that people can’t recognise me. Just be yourself, there is no one better.”

- TAYLOR SWIFT- American Singer-Song Writer.

“One of the criticisms I’ve faced over the years is that I’m not aggressive enough or assertive enough, or somehow, because I’m empathetic, it means I’m weak. I totally rebel against that. I refuse to believe that you cannot be both compassionate and strong.”

- JACINDA ARDERN-Former New Zealand Prime Minister.

“I don’t believe in failure. It’s not failure if you enjoyed the process.”

- OPRAH WINFREY-American Personality and TV Presenter.

“I adhere to an approach that I learnt when I was in my twenties, which is summed up by saying, “The world is run by those who show up.”

- PROFESSOR MARCIA LYNNE LANGTON-Aboriginal Australian Writer and Academic.

“Seek awe and nature daily…. show kindness; practice grace; eschew vanity; be bold; embrace friends, family, faith, and doubt, imperfection and mess; and live deliberately.”

- JULIA BAIRD- Australian Author, Journalist, TV host.

“There’s no shortcut to learning a craft; you just have to put the years in.”

- KYLIE MINOGUE- Australian Singer - Song Writer.

“It was only when I realised how actors have the power to move people that I decided to pursue acting as a career.”

- CATE BLANCHETT - Australian Actress.

“Challenges in medicine are moving from “Treat the symptoms after the house is on fire” to “Can we preserve the house intact.”

- ELIZABETH BLACKBURN - Australian Nobel Peace Prize Winner, Biochemist and Medical Researcher.

“Keep your face to the sunshine and you can’t see a shadow”.

- HELEN KELLER - American Author, Disability Rights Advocate, Political Activist and Lecture who became Blind and Deaf at 19 months.

“If I win, it’s a bonus. If I lose, the sun still comes up the next day, and it’s all good.” “My Indigenous heritage is something I hold close to my heart.”

- ASHLEIGH BARTY - Australian Champion Tennis Player

“There are four main reasons for hope: the energy of youth, the power of the human brain, the resilience of nature, and the power of social media.”

- DAME JANE GOODALL - English Primatologist and Anthropologist.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2024// Issue 4: It Is Not The Same – It is New

Mon, 26 Feb 2024 06:53:36 GMT

It Is Not The Same – It is New

And so it begins. It is not going to happen next week, it is happening now! 2024 has started with old and new students and old and new staff on board. But one thing is sure, not all is the same as last year or 2022 etc.

2024 is dressed in its own cloth, coloured differently from before. Aside from anything else, the World is different now than it was at the start of 2023. The Digital Age continues to gather pace and students are even more effected by the World around them, whether it be local, NT, Australian or abroad. News today is almost generated before it is created and humanity is the creator of most of this. It is presented to the world through some personal observation, but most of it is delivered by observers, mainly Journalists and their Editors who are also most often the generators of opinion. The power of the Media continues to grow, colouring the skies of the World in which our students are emerging. All of us, and students no less, are confused over what really is true, what isn’t and what is likely to happen.

These are fraught times!

We are all aware of social media, how powerful it is, how it can be used for good but sadly also for bad with society struggling to know how to manage it, particularly as it can be so devastating to people, including young people with some terrible consequences. This is an added pressure for the young, which didn’t need to be managed not so long ago because it didn’t exist but now it is always changing. Coping with this, trying to maintain safety, requires an ongoing, dynamic understanding. It is almost impossible to insulate youngsters from it because they can use an I-Pad or I-Phone well before they can read.

It is not uncommon for young grandchildren to be saying, regarding this technology, “Hey Grandad, give it to me, I’ll sort it out for you.” The point is that digital knowledge amongst young people in 2024 will be more advanced than 2023 and the digital challenges facing them will have increased.

The world is portrayed vividly on the 24-hour news cycle and no-one, including children, is insulated from the wars, disasters, misery and impending doom that hits the screens continually. So much of the news is negative and that surely has an effect on young people. Obviously, News in 2024 will be different to that in 2023.

The screens our students are exposed to continue to present falling standards of acceptable content and there is a good chance that some of our students will have seen “M” material well before they are at a reasonable age. Of course this will have some effect on them.

Students are likely to see the negative way people treat each other in TV dramas or indeed in hostile, abusive, discussion presented in Parliament and by leaders acting on the World stage. It is easy for students to accept that this is a reasonable way to treat people.

Our schools have such a responsibility to promote reasonable standards of language, respect and good manners. Staff just have to be persistent in this and be aware that what they “let go” will be seen as acceptable. We also must remember that what we as teachers' model will be what students absorb. There is no easy answer, but it is vital to be aware that students are growing up in this changing and uncertain world. Schools must aim to be stable, secure, safe and supportive places which are inviting, non-aggressive, where students feel accepted and are able to grow in confidence. Schools should definitely be positive sanctuaries.

FROM WHERE CAN PRINCIPALS GAIN IDEAS?

Some of the greatest influences on me as an educator have been visiting other schools. It is always fascinating to see how other educators approach education, to think about what was seen, to reflect on why other Principals do it this way, and to decide whether anything witnessed would be worthwhile to adopt. It is a pity if Principals, during their time, are not able to visit any other school. When meeting other Principals and particularly seeing them in their own schools, I found it so useful to see what I may absorb from them myself. A belief that improvement is always possible underpins a dynamic, successful school.

In 1992, on my first visit to Gordonstoun School in Scotland, I met David Byatt who was my host for the day. David had been a student of Kurt Hahn’s at Gordonstoun, had run his own school and was finishing, before retirement, in the role of Warden of Gordonstoun. In this position he had been appointed by the Principal Mark Pyper with the specific responsibility to have oversight over the culture of the school. In this role he was directly responsible to the Principal for the school’s culture. It really impressed me that such a notable school would place such importance on culture and for me it was indeed the most important ingredient of a school.

David edited a book celebrating Hahn not long after he died. The forward was written by Prince Philip and a few days ago I read it again. I have always been interested in talking to people who had been students of Hahn’s, listening to their stories about schooling under him. Here are some of Prince Philip’s reflections.

“History will probably judge him on his ideas, but as a Headmaster I believe it was his absolute certainty about right and wrong, his utter conviction on matters of morality and behaviour which made him such a stabilising influence in a developing community”

“In fact, his heart was even bigger than his brain and a twinkle was never far from his eye. He had a fund of entertaining and illuminating stories with which he larded his speeches, and an impish sense of humour would transform a rather somber countenance into a child-like chuckle and delighted expression.

Eccentric perhaps, innovator certainly, great beyond doubt.”

These reflections had powerful meaning for me and were a source of inspiration over the years.

So what does influence me? Significant is understanding other Principals, how and why they do things, their effectiveness and relevance.

SOME NEW YEAR THOUGHTS FOR 2024.

Be a positive Principal and be known for that. Don’t be a whinging Principal for whinging always causes deafness.
Have a list of staff. Consult it regularly. Tick if you think a staff member is going ok, don’t if you are worried about them. This helps you not to forget anyone. Remember, the week goes like lightning and is surely blurred.
Always look towards the Rising Sun and the positive prospect of a brand new day and promote this concept.

QUOTATIONS

“Sometimes it is better to act instinctively and think little. Sometimes it is better to think and then act. Sometimes it is better to think and not act.” It is important to choose the right one.

- One of mine - Chris Tudor.

“Our greatest glory is not in never falling, but in rising every time we fall.”

-Confucius

“You will never plough a field if you only turn it over in your mind.”

- Irish Proverb

“The first step in faith. You don’t have to see the whole staircase, just take the first step.”

- Martin Luther King

“It will never rain roses: when we want to have more roses, we must plant more roses.”

- George Eliot

“Just one small positive thought in the morning can change your whole day.”

- Dalai Lama

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2024// Issue 3: Responsibility Comes With Leadership

Mon, 19 Feb 2024 07:12:31 GMT

Responsibility Comes With Leadership

In the first article this year I introduced the book “Hardwired Humans” written by Andrew O’Keeffe. He runs a consulting firm of the same name and consults in the human dimension of organisations. One of his key resources are the Gombe chimpanzees found in the Gombe National Park on the shores of Lake Tanganyika in Tanzania, Africa. He has used extensively the research undertaken by Dr Jane Goodall of the Gombe Stream Research Centre, Tanzania. Jane Goodall has spent her life living with and researching to gain an understanding of these chimpanzees.

Jane writes in the forward to O’Keefe’s book the following observation: “So many people are obsessed with how we are different to other animals but chimpanzees impress us with the similarities in their behaviour and our own. They have many of the attributes that used to be considered uniquely human - such as using and making tools, intellectually solving problems, expressing emotions such as anger, sadness, happiness, despair. This should not surprise us since we differ, in structure of DNA, by only just over one percent.”

I’m have been a big believe in the concept of Observing or Receiving Information, Reflecting on it , Researching it further, Determining its relevance to me and my world , Determining whether I can use it , Determining how I can use it wisely and usefully. I find the following equation useful so I can be reminded of the steps in this pr ocess and not “jump in” half baked with a deficient answer or idea.

3R+3D = M P where MP is “Meaningful Purpose”

If the result isn’t that then I won’t act on the information, though I might find it interesting.

Dr Jane Goodall is now 89 and has never lost the passion for chimpanzees, conservation, and animal welfare.

O’Keefe embraced the work of Jane Goodall. He knows her and has worked with her. He read about the Gombe chimpanzees and Jane Goodall’s work and has spent many hours observing the chimpanzees at the Taronga Zoo in Sydney. These observations, he claims, can “provide valuable insights for dealing with tensions in a human group and provide clues which will help humans become better leaders”. To me it was really worth reading further and understanding how he considered this happened.

New managers, and indeed Principals, are often initially uncertain of “their roles and powers”, inspite of a detailed job description. O’Keefe observes that the team (staff) wants and needs them to be a leader. He notes: “If the manager continues to act as peer instead of leader, they are leaving a “ leadership vacuum. ” But there are obligations which come with leadership and if these aren’t fulfilled the staff starts to become dysfunctional.

One, two year period of observation by Dr Goodall of the Gombe chimps was when there was no single leader in their community. However there were two males competing for the top position with two years of chaos eventuating. During this time other males took the opportunity try and enhance their social position. Only when one of the males achieved dominance did the community return to normal and harmony was restored.

on the role of leader, is their need to accept the responsibility of the obligations that go with the position. The following are some of the responsibilities Goodall and O’Keefe identified:

Set the vision and direction for the staff so people have context for their role.
Ensure they understand the value they provide.
Be an advocate for the staff.
Appropriate resources to enable staff to succeed.
Defend the staff against unreasonableness.
Set goals for people so their roles are clear.
Give feedback so staff can learn and grow.
Value staff contribution.
Set standards of behaviour and performance.
Hold people to account if they don’t realise these.
Ensure harmony by not letting conflict fester.

O’Keefe writes: “If the leader doesn’t deliver on these dimensions the group will be weakened, will be dysfunctional, performance will suffer, the leader will be considered inadequate and members of the team will want to leave to join a functional team”.

When I read this and subconsciously applied my formula, 3R+3D=MP I was taken by the knowledge that each one of these was important for a school Principal.

I also recognised that they were the result of staff wanting their group to work, to be secure, achieving, and valued. All of them were important to the staff, not just the Principal .It is interesting to observe that the chimps valued many of these. It is worth realising that these are also normal human desires and not something foreign to the ordinary person.

The Principal should provide a staff member with a sense of belonging in the organisation. If the staff number less than 150 this will be more achievable than if it’s over 150. The Principal, however may still need good assistance in this from really supportive and capable departmental managers. However the Principal must know the effectiveness of these leaders. Ideally the Principal will know the names of all their staff and something of what defines them as individuals. Furthermore the Principal must know and understand an individual’s role.

Sadly, and you might have struck this, a difficult situation occurs when a staff member doesn’t endorse these desires and in fact acts in destructive way. This is a huge problem and must be dealt with, because their attitude can undermine you as the leader and start to destroy the staff. It is sad to write this but I know the existence of such people and have experienced their toxicity. Maybe it’s a case of saying to them, “this school is not really for you”. It maybe that dealing with this will cost some money. Ultimately, I would think, you wouldn’t deal with this without the support of an appropriate lawyer. Though this is difficult but it will be the best for the staff, the students and also you. It is one of your hardest jobs and has to be handled really carefully. In this situation you should keep your Board Chair abreast of the situation.

REFLECTION STUDENTS WANT TO LIKE THEIR PRINCIPAL

As I was driving through the bush the other day, thinking about schools and leadership, it occurred to me that something which is valuable, is the knowledge that students today really want to like their Principal and Deputy Principal. They seem to understand that Principals have difficult tasks to undertake and can’t always make popular decisions. However most want to have a positive relationship with their Principal even though they may not spend much time with them. Having a positive relationship with the Principal helps them to have a positive relationship with the school. The days of grumpy, bad tempered, remote Principals are over.

BELONGING

Belonging is an essential ingredient of a good education. Students and Staff want to belong, feel an identity with the school and hopefully are proud of it. One way to assist staff and students in this is to provide them with the story of the school and to point out that they are now part of creating history for future generations. Talking with old students and indeed staff has prompted this thought and its importance.

QUOTATIONS FOR THE WEEK

“We know what we are but know not what we may be.” “Better three hours too soon than a minute too late”

- William Shak espeare.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2024// Issue 2: The New Page

Mon, 12 Feb 2024 07:21:14 GMT

The New Page

THE NEW PAGE:

Prepare, Plan, Think, List, Delegate, Follow up, but Principals are individuals and will operate accordingly.

It is always exciting starting a new year with all its exciting opportunities. I used to enjoy asking this question at the start of the year: how can I help to make the school better and how can I improve what I do? These challenges light a new fire of determination. Each new year, is a new year and demands some newness as it is brought into reality, not simply repeating all the old, particularly repeated without thought.

The following may be second nature to you which is great. However, as a Principal we are always reminding everyone else but usually no one reminds us. If any of the following strikes a chord with you, fantastic; or if they spark other creative thoughts, then wonderful and this article has been useful.

NEW STAFF

Many of you will have new staff and settling them in must be a priority for the school. I found that I was kidding myself if I thought an introductory session with the ‘newies’ was all that was required. New staff always benefited from having a conscientious and effective mentor. Over time I appointed some who were not effective and as a result a price was paid. Important messages to ‘newies’ need to be really clear, repeated, affirmed and preferable also presented in writing.

I think that it is essential for a Principal not to be remote from the newies. The Principal is their new leader and it is important that they see their leader as approachable and dependable otherwise insecurity will set in.

In Territory schools it is likely that new staff will have been appointed from interstate. This move is a big one and will have many challenges of its own for new staff which can include finding a reasonable place to live. Help in these situations will always be welcome.

SHORT STAFFED

A major fear for a Principal is to commence the year short staffed. I know many NT principals have experienced this. Try as much as you can, if this happens, not to appoint someone who is potentially unsatisfactory. For example, if you can buy time with a good relief teacher, use that as an approach. I used to take some extra lessons myself, though this was not easy, and I always had some staff prepared to do the same. I made sure that they were paid for doing this. Be careful because not all staff are able to do this even if they think they can. Staff capacity will differ between individuals.

MAKE YOUR COMMUNICATION COUNT

Dr Stephen Brown made the observation at our get together that the first 7 words of an address or talk are the ones that will engage people. Think carefully on the words that you might use when addressing staff because they will lead into good communication. Make what you say to staff inspirational when you can. This usually takes some creative thought. Remember-boring never does it!

BELONGING One of the paramount feelings to generate in staff is that of belonging. Use your creativity and whatever else you can to set this on track. Have it as an item you discuss with your seniors. Part of belonging is to feel part of a team.

You as Principal need to be predictable and trusted. In the past some Principals have felt the need to generate uncertainty and make it a factor of power. This is not good and prevents staff from feeling safe.

After retiring I was asked to address the NT SA branch of The Association of Heads of Independent Schools in a “Fireside Chat” and my key point was the importance of Principals making their school feel safe - Staff, students and parents. This is such an important task and requires deep thought and creativity.

BE REALISTIC ABOUT COMMUNICATION NOT JUST HOPEFUL

Experienced Principals are aware that they will not have everyone’s full attention when addressing staff and indeed students. What has been said needs affirmation and follow up to ensure that everyone has absorbed it.

VALUE OF GOOD NEWS

Good News is important. From the start avoid being a Principal who is always negative with staff - keep presenting the positive, people’s achievements, and encourage, encourage and encourage. If you are doing this normally, then if you have to say something negative there is a better chance that it is going to be received.

BE PREPARED

As a Principal you must be prepared. There is no way out of this despite being really busy. Being unprepared results in people becoming unconfident in you and therefore feeling unsafe about your leadership. This situation is to be avoided at all costs.

PRINCIPAL AS DECISION MAKER

There are always heaps of decisions a Principal must make throughout the year. However there are probably more at the start of the year as you set the school on track. As Principal you are paid to make good decisions. However the worst thing you can do is to avoid making decisions. Whilst it is inevitable that you will get some wrong, try and get most of them right and the route to this is wise discussion with whom you decide are the right people and a great deal of reflection from yourself. Whist busy you have to allow yourself the opportunity to think. If your decision needs modifying don’t be afraid to do this, though you must make sure any change is very well communicated.

THE POWER OF THE LIST

A Principal’s Day is governed by lists. Don’t simply rely on memory, list what you must do and order it from “ASP” to “Whenever”. When you have completed something, cross it off your list. The very act of doing this is rewarding. If you have a list, with an attempt to prioritise, you will journey in the right direction. If you simply allow yourself to be a reactive Principal your achievements will be limited. It is much better if your deputy plays the reactive role.

DELEGATE OR DROWN

Delegate, delegate, delegate- don’t be afraid to delegate. Principals can fall into the trap of feeling they shouldn’t delegate - the trap will turn out to be a bottomless pit. Remember, for example, you are paying your deputy to deal with a heap of things. But be clear when you delegate and check sooner rather than later to make sure the task has been completed.

YOU ARE A CREATOR

The role of a Principal is a creative one. If you are not solving problems or generating good ideas you should be. I always found plane flights a great place to generate ideas - but you must allow yourself the time to do this even when you are sitting at your desk or walking around the school.

MAKE THE BOARD “STUFF” EFFECTIVE

Reporting to your Board is an important task. Discuss with the chair the most efficient way you can report to your Board. There are different models of this - aim for something which is informative but doesn’t wantonly consume time. Remember anecdotes, which may be important, can be spoken about in a meeting with the minute secretary writing a description of them .

TEACHING PRINCIPAL IN A ONE TEACHER SCHOOL

The life of a teaching Principal in a one teacher school is a huge challenge. I never did it but admire the people who do. The Board of a one teacher school must be really understanding because the Principal still has to fulfill the tasks that governments and departments demand, the same as a large school.

When I was newly elected as chair of ISA (NCISA as it was then) I visited a number of schools around Australia. In Tasmania I visited a one teacher school in Hobart. I remember the Principal teaching and also having a shifting scanner stuck in his back pocket. Clearly maintenance was his as well!

YOU ARE UNIQUE

Though the above are helpful approaches to your role always remember you are an individual who works with your own unique personality. “That person does it that way but I don’t feel comfortable doing that.” OK, the jobs must be done and the outcomes achieved but you must do it in the way that suits your personality or it won’t work well.

Best of luck for the start of the year. May it be a good one, may your challenges be reasonable and may you have a happy, effective school.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2024// Issue 1: Some Interesting Thought To Start The Year

Mon, 05 Feb 2024 07:36:54 GMT

Some Interesting Thought To Start The Year

HAPPY NEW YEAR TO EVERYONE. MAY 2024 BE A FANTASTIC YEAR FOR YOU ALL.

THE WOMBAT OF WOORUKKUBUNYA

Our Wombat wanders sagely towards his home of sacred refuge,

Which lies within the earthen fortress of the shaded tree-lined dam.

His home is well advantaged with a view right down the gully,

And it also faces west towards the setting of the sun.

His garden at the entrance has been thoughtfully created,

The result of solid digging with his powerful long nailed claws.

A passing human glance will show the porch but not the door,

Which will reveal itself if one decides to wriggle closer in.

But a human will not do this for the Wombat is a mystery.

He seems so soft and cuddly but is truly strong and solid,

With claws designed for digging and crafting out his home.

They are also there for fighting to protect his little bunch.

He waddles through his porch and grabs the handle firmly.

Pulls the door to widely open and enters deep within.

It is there he finds his mate cooking up some tucker,

Of grass and juicy leaves for joeys snuggled on the floor.

A bright eyed greeting meets him makes his heart feel warm and wanted,

As he pats his gang of joeys who smile and sparkle at his touch.

Behind that solid door within the fortress of the dam,

Created with its earthen structure which keeps his family safe.

Believe it or not some years before, the wombat had had a nasty experience building his home in a dam wall. He was overzealous and over ambitious and to some extent immune to risks.

Blinded by the desire to have the largest home in the district, he dug on regardless. Often he would step back and survey how his handiwork looked, was pleased and felt that he wouldn’t have any trouble finding an impressed mate to share it with him.

Suddenly, in the darkness, he felt his paw becoming damp but driven by his bold ambition he ignored this phenomenon and forged ahead. Then the damp became a trickle, but he failed to heed the obvious warning and he ambitiously dug on, failing to recognise a plausible explanation for the water. And, oh heck, the water of the dam was released to freedom, blasting him out of the tunnel which was to be his new home, rolling him over and over down the creek valley, out of control until he could scramble to safety as the dam wall was dramatically breeched. Life surely becomes so much sweeter after you nearly lose it and the whole experience helps to set a safer course for the future.

His new house, described in the poem, was the result of careful, thoughtful planning, lots of research and investigation, and the use of a really cautious paw in the building. Yes, his new family home is good and safe.

(Part of this story is true) THE

HAPPIEST MAN ON EARTH - Eddie Jaku

The story of Eddie Jaku is a wonderful autobiography with many good thoughts for students and teachers to consider. Remarkably Eddie Jaku, who was a German Jew, managed to survive concentration camps, Buchenwald and Auschwitz and a terrible death march. I’ve visited Auschwitz, Birkenhau and Dachau concentration camps and all are places of pure horror that has left tragic memories imprinted on my mind. His story added another dimension to my memories.

Eddie, after the war, emigrated to Australia where he married and had a very rich and rewarding life made possible not only because of his courage, skills and positivity but a determination to break the chains of bitterness. The name his book “The Happiest Man On Earth,” is truly powerful. The book was published when he was 101! Eddie was married for 75 years!

Most of our family gathered in Coolum with my youngest daughter’s family for Christmas. The book was my eldest son’s family’s gift to me for Christmas. They had experienced it as a talking book on the road trip across from Alice. I started reading it on Christmas Day and finished it the next day - I was enthralled at the wisdom its pages held - in our often-troubled world what lessons it holds for humanity! (Talking books and road trips are made for each other).

Eddie, with a determined spirit, dedicated his post concentration life to being an advocate for peace and kindness, simple but so hard to obtain objectives. After all that pain and horror how could this come to pass for him, but it did! Eddie’s book won the Australian Book Industry Award.

Here are some of his statements:

“Life can be beautiful if you can make it beautiful. It’s up to you.”

“There are many things more precious than money.”

“You can find kindness everywhere, even from strangers”.

“Education is a life saver.”

“The Human Body is the best machine ever made.”

“Shared sorrow is half sorrow; shared pleasure is double pleasure.”

“What I have to share is not my pain. What I share is my hope.”

At the front of the book he has included an anonymous saying:

“Don’t walk behind me, I may not lead. Don’t walk in front of me, I may not follow. Just walk beside me and be my friend.”

HARDWIRED HUMANS

Successful Leadership Using Human Instincts

By Andrew O’Keeffe

This wonderful book was introduced to me by Andrew McGregor, Principal of Hailebury Rendall.

Andrew O’Keefe consults in the human dimensions of organisations through his consulting firm Hardwired Humans. He has worked with the famous primatologist and anthropologist Jane Goodall whose life long research with chimpanzees has shown the similarity of some of their behaviour with human characteristics. Andrew shows that much can be learnt from this and in the book he discusses 9 instincts which both Chimpanzees and Humans seem to exhibit.

Andrew describes Instinct Number 1 as Social Belonging. He notes that this instinct helps explain why:

“people talk about a great team being just like a family”

“teams have a natural size”

“80% of people who resign do so because of their manager”

“conflict in our team drives us crazy”

“silo behaviour emerges as organisations grow beyond a moderate size.”

He explains carefully the similarities in this between the Chimpanzee and Human world. Andrew O’Keefe believes that “knowledge, application and value of our basic instincts have largely been ignored in the practice of leadership. Understanding those instincts can provide the missing link to understanding effective people leadership.”

In this book Andrew O’Keefe looks at nine Human Instincts: Social Belonging; Hierarchy and Status; Emotion Before Reason; First Impressions to Classify; Loss Aversion; Gossip; Empathy and Mind Reading; Confidence Before Realism; Contest and Display.

It is a book which is very entertaining and from which, I think, all School Principals will benefit. I will present more next Principal Thoughts.

Chris Tudor

Principal Liaison & AISNT Historian

Welcome to 2024

Mon, 29 Jan 2024 00:47:05 GMT

AISNT welcomes all returning and new students, staff and parents to the 2024 school year

As the new school year gets underway we look forward to hearing about the learning and innovations across all our schools. Have a wonderful 2024.

2024 Professional Learning Calendar

Thu, 14 Dec 2023 06:46:45 GMT

AISNT 2024 Professional Learning Calendar

AISNT are delighted to offer a range of Professional Learning opportunities to staff in members schools. Our calendar can be found in the News and Events section of the website, or by clicking on the image above.

AISNT Parent Choice Survey

admin@aisnt.asn.au (Liam Salter) — Fri, 08 Dec 2023 05:09:37 GMT

Parent Choice Survey

AISNT are excited to release our first Parent Choice survey. This survey was completed by parents

in member schools providing feedback on why they choose an Independent school for their child, and what keeps them at an Independent school. To download the report click on the image above.

Principal Thoughts 2023// Issue 30: You Know, It’s All About People

Mon, 04 Dec 2023 06:25:11 GMT

You Know, It’s All About People

This is the reply teachers may give or indeed think when reflecting on the special nature of their craft. It is about walking part of a person’s journey with them and doing the best that can be done in providing what is possible to within their own knowledge, gifts and skills to help people to move forward on their journey. And where is that? It is where they wish to go. School is likely to help create this aim.

As Principals and other school leaders it is not only students, we are Journeying with but staff as well. When a good staff member comes to see a Principal to let them know they are moving on, there can be a feeling of disappointment and indeed loss. This however should turn to appreciation of their contribution to the school and a shared hope that the next stage of their journey will be really good for them. At this point it is wise to accept that you as the Principal will have indeed contributed to the journey of their career and I believe that is part of a Principal’s job.

Dare I say, if you lose someone weak, you may have to interview in January which can be a nuisance. The wise self-talk is to say “I can now recruit someone stronger. “The next piece of self- talk is to say “I must find someone good - warm and vertical is not good enough.” The staff and students rely on us as Principals to try and get this right. Obviously we don’t always but we must try hard to.

As a Principal there is a particular need to really understand staff and students. Of course gaining this understanding can be a challenging but an interesting journey in itself.

I enjoy drawing portraits, particularly heads, which I do occasionally. I’m not an expert and aspects of what I produce contain a degree of unsolvable, unsatisfiable imperfection. Drawing for me is a solitary occupation and though the dog occasionally looks at me quizzically she never interrupts - she is a true, empathetic companion.

I consider the two hardest challenges of a portrait are crafting the mouth and the eyes. The eyes are indeed the window of the soul and the mouth reflects the years of experience that have been indelibly tattooed on the mind. The mouth is not just a simple line but is made up of sensitive, subtleties which, if ignored in the portrait, will indeed destroy the essence of the person which surely an artist is trying to create.

Creating the mouth in its true faithfulness is like understanding a person. A quick glance may give an impression, but it is when you have studied the person in detail- engaged with them, wondered about them and generated an empathy for them that you indeed start to create an understanding. Often, when drawing, you get it partially right and then spend hours trying to reach perfection. Sometimes, no matter what you try, you miss something and the picture fails to have the true essence of the subject. Unbelievably a line, when analyzed, should be going up not down, or a shading maybe presented better on the other side of the face. Sometimes getting it right is simply impossible, so you cast the picture into the rubbish to be never viewed again. This can be such a pity given that the rest of the picture may be faithfully appealing. Or, alternatively, keeping the rest of the picture, you rub the mouth out and start it again from scratch.

And so it is, strangely, in the understanding of people - applying the skills of the determined artist to the quest to truly understand a person, will bear fruit, remembering that it is often not easy and sometimes, like creating the mouth on a portrait, one needs to start that part of the picture, not the whole picture, again.

Because the eyes are indeed the window of the soul, appreciate what they seem but accept that you have no right to and indeed will never understand it all. But to not understand some of the person to a reasonable depth is a pity and like poorly created eyes in the portrait, you may know the person’s shape but not their depth.

The end of the year comes, students have left, and most staff have embarked on annual leave. I vividly recall sitting at my desk on these occasions and looking out of the window on a very quiet and still campus. A school without students is a strange place as they provide, with the staff, the beating heart of the school. However, though this silence may indeed not be golden, it may rather stimulate reflection. I always think that at this stage a Principal should reflect on the achievements of the year and mentally be proud of them. Sometimes it is good to physically list these and celebrate them . It is essential that you don’t embroil yourself in what went wrong. I believe that there will be no school year, a year of enormous human activity, when nothing has gone wrong. I would suggest that you focus on a limited number of difficulties, maybe 5, and think of strategies which can be created to deal with these. Obviously using the right creative staff in this process may be valuable. Often as human beings it is all too easy to be drawn to the negative, and we forget to celebrate the positive. Remember that nobody is invincible.

Most of the long-term successful Principals I have known, had a good understanding of the importance of being refreshed and consequently they produced much better results than if they had been tired and stale. Good ideas don’t come as readily to the stale and as Principals these are part of our craft, as is a calm exterior and a great determination to avoid “doing your block!” That is certainly out of date.

Here is a short poem for the end of the year:

Listen to that still small voice of reason,

In which Christ has given wisdom to all the world.

That to love neighbours richly in ways that they deserve,

Is to love them as we love ourselves with thought and care.

If we neglect ourselves, believing our sacrifice must be complete,

Then we will strike trouble, exhaustion and depressing times.

When all is going out and nothing has a chance to venture in,

We begin to wither as the grapes upon a dry and shriveled vine.

When we therefore have failed to love ourselves enough,

It is easy for our love of others to fall rather short.

And the Good Book tell us what love to others truly means,

And the need for us to carefully water us as valued vines.

Gold is valued by weight and not by simply what we see.

An old style beam balance can be carefully used.

What we give out must be balanced by what comes in.

Or the balance will not be balanced, in anyway at all.

Schools are wonderful places and they can achieve so much. Today’s World is so stressed and it is as if Humanity has forgotten how to live in peace together. Schools are communities and as such they have the opportunity to model to their students what it is to live in a strong, caring, constructive community, free of fear and hate and committed to providing service to play some part in making the world a better place.

So many schools do this very well and they are indeed our hope for the future. We as teachers have such an important task to foster this. May be in this “sophisticated “ society there has not been given, in general, enough credence to the vitally important “little things”, instead selfishness has been emphasized and society has simply accepted bad behaviour. There is so much room to promote the positive. Christmas is, for a start, a time of Peace.

May the joy of Christmas come to you all and your school communities and may you all be able to celebrate your successes, recharge your batteries and return refreshed for 2024.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 29: Seeking to Serve The Community We Are In

Mon, 27 Nov 2023 06:25:32 GMT

Seeking to Serve The Community We Are In

Probably a school will struggle if it’s not offering what its community wants and a Principal will be unhappy if they don’t believe in what the community really desires. Change may be an important part of meeting the needs of a particular sub community. It takes vision and courage for a Principal to change the direction of a school so that it will better serve their particular community. Carrying on with the status quo is likely to be much easier than making a change even though the change may result in a positive acceptable difference.

Overall I’m really impressed by our 25 schools as they continue the ongoing journey in such a way so they present as well as they can in serving their communities. Our 25 schools are not all the same but they do generate a colourful mosaic of relevance and service which does make a positive difference to the community of the Northern Territory. What is wanted in remote Arnhem Land is not the same as that desired in Darwin or Alice, though there may be some similarities.

A school I enjoyed visiting on a couple of occasions was Abbotsholme, set in the Midlands countryside of England on the banks of the River Dove in Derbyshire, near the county border and village of Rocester in Staffordshire. The campus is 140 acres. The school was delightful, innovative, creative and motivated. St Philips had hosted exchanges from the school and some of our students had travelled to have the Abbotsholme experience which they enjoyed.

On my first visit to Abbotsholme I stayed with the Head and his family on campus and had the opportunity to attend a presentation to former students by an old student of note. I thoroughly enjoyed this and was impressed by the respect the students had for the school and its ethos. One of the aspects of the school, which they remembered fondly, was the opportunity for small groups to head off on expeditions during the weekend, by themselves, with no supervising teacher. They appreciated the trust placed in them. Of course the school then was a full boarding school. Cecil Reddie produced the thought provoking school motto: “Glad Day, Love and Duty” and it still remains as the school motto, no doubt journeying down the road of relevance to fit with the times.

Though born in London of Scottish Parents, Reddie was orphaned when he was young and ultimately found himself at the prestigious boarding school, Fettes, in Edinburgh. I have visited Fettes and it is also an impressive school built around amazing architecture. The Scots had and still have a fine reputation for education.

Reddie didn’t enjoy Fettes and it is likely that put him on track to founding a school which was to be considered progressive in its education, philosophies and theories. The traditional English Private School (known as a Public School) at that time, was based around the Classics and featured the traditional languages of Latin and Greek. Corporal punishment was part of the deal as was compulsory sport. These students were being trained to take their place as leaders in British Society and there were high and prescriptive expectations placed on them.

Reddie saw that this style of conservative education missed the mark for many students. In an age where the classics outweighed the sciences, Reddie had studied medicine, physics, mathematics and chemistry at Edinburgh University and then Gottingen University in Germany, where he obtained a doctorate in chemistry. At Gottingen he was greatly impressed by the education theories presented. In the meantime he developed an appreciation for socialism and he felt moved to establish a school based on socialist principles.

The school was opened in 1889 and was for boys aged 10 to 19. From the start he moved away from the traditional public school model in favour of a less rigid school environment and a more liberal education. Uniforms in Public Schools were usually very formal and uncomfortable. Reddie had a uniform designed which was much more comfortable and practical. Modern languages, English, French and German were taught in place of Latin and Greek. Fine arts was introduced as a core subject. This was considered unusual at the time as music was mostly taught in cathedral schools and at specialist art institutes. Practical skills such as animal husbandry and carpentry were integrated into the curriculum. He rejected corporal punishment substituting instead the principles of self- discipline and tutoring. He radically de emphasised the role of rote learning.

“Cultural spill-over” is a concept worth analysing. There can often be “cultural spill-over” from an interesting school. Reddie was not shy at engaging foreign teachers who appreciated the Abbotsholme principles. Some would return to their country and set up schools along the same line. Before his move into education Kurt Hahn visited Abbotsholme and he admits to Reddie’s approach having an influence on him, which can be seen clearly in his schools, Salem (Germany) and Gordonstoun (Scotland).Though I haven’t been able to establish the fact that Reddie influenced Hahn’s creation of the Duke of Edinburgh Award, it is said that he did.

Reddie’s creative presentation, which was an example to the students, is the memorial to those from Abbotsholme who gave their lives in the First World War. This is in the school hall and the date of the conflict is not 1914-1918 but rather 1914-1921(?) because Reddie believed that the war hadn’t finished until the last German prisoner was sent home.

Some of Reddie’s ideas were eccentric such as his dislike of using capital letters. In fact I noticed the writing on the War Memorial was all in lower case! I don’t know what this says but it does identify someone with strong and sometimes unusual opinions. Reddie’s focus was always on the 3 Rs: “Head, Hands, Heart” which was truly nailed into the culture of the school.

However, this innovative school did not become co-educational until 1969 well after Reddie died in 1932.

The school has evolved as one would expect but underlying its evolution is the basic culture established by Reddie. For years now the school has had a working farm of 70 acres, emphasising sustainable practices. The school now goes from Reception to Year 12. All pupils play an active role in the farm up to Year 9. In year 10 pupils can choose to study Agriculture, Estate Management or Equestrian Studies as part of a tailored program. The Boarding House kitchen provides healthy meals directly from the farm. “Our lambing season is a magical time on the farm.” Older students work with the school’s breeding sheep flock and pedigree “British White Cattle herd.”

The school had a Cricket Exchange program where students from overseas could come and share a term and play cricket with the school’s team.

Reddie had the creativity and courage to offer a school with his more liberal and thoughtful ideas on education. However he was not popular with everyone and as time went on he had difficulties in the school, particularly with staff. Some say he started to appoint “yes people” to avoid conflict. Such people may not be good at communicating difficulties. Sadly his unpopularity grew and in 1927, when he retired, he only had two pupils left. This highlights the major importance of Principals always keeping their eye on the market and their need to be sensitive to the communities they serve. There is little point in being the school which is serving the particular community when the reality is otherwise.

I learnt that, despite having strong opinions and beliefs about education, if these weren’t supported by the community and if I was not going to change then the school would be no place for me.

Abbotsholme did revive and of course it is flourishing today, with the basic school culture still intact. However it is worth considering that, when a radical change is introduced it is important to modify it to make it relevant to the times in which the school is existing. Whilst the school does cater for pupils across the spectrum it also caters well for students requiring alternative learning strategies. Boarding can be accessed daily, weekly or full boarding, which shows the school is flexible and has its eye on the community it serves.

Abbotsholme, in its creative journey, entered an era not familiar to most Australian Independent Schools. In 2017 the school was bought by the Chinese company Achieve Education Ltd owned by Mrs Tong Zhou. However the story of this new journey for Abbotsholme is for another day.

As I have explained before, leading a school is like sailing a ship, turning the wheel to deal with dangers, tides, weather and simply the journey, with sails being let out and pulled in according to the conditions. Nothing is to be gained by sailing towards disaster though a Principal has to be always aware of potential disasters and from where they may come.

Some points to consider from the story, rather than the weekly quotes.

It is valuable to understand why a founder or founders start a school.

It is helpful to understand the characteristics of the founder.

Consider whether the founder’s time at the school remained positive or changed and if so, why it changed.

Consider whether the community remained the same or changed over the time and how it changed.

Was the founding head able to make changes in line with the community?

In your experience does cultural spill-over occur?

Why can “yes people” be limiting? (Consider the story of “The Emperor’s New Clothes”).

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 28: Fun with Funding

Mon, 13 Nov 2023 06:25:59 GMT

Fun with Funding

It is surprising to find out that Eton College was founded by King Henry VI as a Charity school to provide free education to 70 poor boys who would then go on to King’s College Cambridge. I guess Eton is one of the World’s oldest Independent schools still operating. Kings College Cambridge was also founded, in 1441, by Henry. Henry on founding Eton, provided it with a large number of endowments. Stability was always tenuous in those early times. However, King Edward 1V deposed Henry V1 as King and annulling a good number of the endowments for Eton. Nevertheless, the school survived.

The story has some familiarity with today when funding uncertainty raises its head at a change of government. The excellent presentations at our forum by NT Executive Director Cheryl Salter and new ISA CEO Graham Catt highlighted this uncertainty and the need to really understand the true intentions of NT and Federal Ministers and their very influential public servants.

Eton is a high fee school and has educated such noted people as the Duke of Wellington, the current Prince William, former PM David Cameron, actors Hugh Laurie (“House”) and Eddie Redmayne. Of course, the UK doesn’t provide funding for their Independent Schools as Australia does so fees are high. Following the tradition of its Founder, Henry VI scholarships are awarded each year, usually lasting for five years. These students are known as King’s Scholars. There are normally 70 King’s scholars in the school at any one time.

The school also provides bursaries for students who are in financial need. In 2021/22 267 boys received fee reductions, with 100 of these paying no fees at all. The average award was 71% of the fee.

The school has changed its approach and rather than being a school solely for wealthy people from the British aristocracy who could afford it, it is also setting out to attract more young people from around the world who are talented and motivated and able to best use the high level of education the school offers.

Many of our Independent Schools in Australia, including the Territory, provide bursaries and scholarships which assist those in financial need. These would include schools right across the range from low to high fee. This is not saying one school is better than another, it is about giving young people an opportunity in an educational environment which would suit them. Independent schools in the Territory are general entry and aim to provide for the variety of needs which their school population faces. The schools consider this access is the right thing to do and believe their school has something more to offer which will provide an opportunity for young people. In the endless funding debate this important information is lost.

Times have changed in dealing with governments. I recall a pleasant discussion held with a number of Principals at an ICPA conference in Tennant Creek. The minister was at the same table as we were and was happy to discuss freeholding school properties, most of which had been provided to the schools on a special purpose lease. This of course limited their security and capacity to borrow money. The minister understood the problem. Sometime later the schools received notice that this leased land would become freehold. That was an outstanding decision of the minister making commercial life for the schools so much easier. I think that style of change would be much harder today.

We all are probably aware that health and education, if done well, are in fact some of the most costly parts of a Government Budget.

However, when trying to attract people to the Territory, the question that is invariable asked by them, particularly by family people, is about the quality of the health and education services available. Safety has also crept into this mix. What is a challenge for governments is that funding can be best allocated on a per capita basis. This works, to some extent, in the areas of larger population where there is an economy of scale. It is not effective in rural, remote and very remote areas where there is not such an economy of scale. This is illustrated by the small pool of block grant authority money available to the Territory from the Federal Government. The support for major projects is not possible and there are insufficient funds for necessary maintenance. In the late 1980s into the 2000s the NT government supported a capital and interest subsidy scheme which assisted schools to undertake necessary projects. The policy attitude was that the NT wanted the same proportion of Independent and Catholic Schools as the national average and there was a significant recognition that to attract people to the NT, choice was often the key. The danger comes when the Commonwealth Government wants to cut costs and money allocated to the Territory, is kept in check.

This is where the minister plays an important part. Both Graham Catt and Cheryl Salter are clear about the need to really understand the minister. Principals should at least know who the Commonwealth and NT ministers are and be aware of their approaches. It is always helpful to know who the Commonwealth and NT department heads are and their attitude to independent schooling. An email to AISNT would do this. Being small means that personalities do matter. I recall back in the early 1990s Shane Stone, then minister of education, would just “rock” up unannounced for a chat - what an opportunity but not if you didn’t know who he was. I recall Shane Stone, then Chief Minister, who opened our Hall and told the large audience that he was happy to back our $ for $ request on I million dollars because he didn’t believe we would raise it .Well we did! It didn’t hurt to understand Shane Stone to some extent so discussions could be meaningful.

I was on the NIQUITSL interim committee - National Institute for Quality Teaching and School Leadership. It was a National Committee set up by the federal minister Hon Dr Brendan Nelson. The minister used to call me “mate” so I realised I had to work harder to be known by him.

As we know, ministers and public servants change and sometimes more often than is effective. I found that it was easy to spot gaps in their knowledge and this would be compounded if the Department Head was relatively new. I remember going to see the minister with a small delegation about an important problem for our schools. We were greeted by the minister and perhaps two or three advisers. He was very pleasant, as he always was, but clearly hadn’t been briefed sufficiently by his advisers. Mind you I would hate to be a minister, though being a Principal is sometimes a little like it.

At our Forum I enjoyed the presentation by Caroline Miller, ISA Director of Policy and Research. She has been in the position for many years.

These 2023 Stats are worth knowing for when you find yourself in a discussion on Independent Schools:

1 in 6 students in Australia attend Independent Schools
1 in 3 students in Australia attend Non - government Schools (Includes Catholic Schools)
1,209 Independent Schools
688,638 Students
141 Boarding Schools - largest provider of boarding.
16,571 students with special needs enrolled.
17,753 Aboriginal Students in 983 schools

Minister of Education (federal) Minister Clare

Departmental Secretary (federal) Tony Cook

NT Minister OF Education Hon Eva Lawler

CEO NT Dept of Education Karen Weston

Quotes Which You Might Find Useful.

“Hope is being able to see that there is light despite all of the darkness.”

- Archbishop Desmond Tutu was a South African Anglican Bishop known for his work as an anti-apartheid and human rights activist.

“A man paints with his brains and not with his hands” “Every block of stone has a statue inside it and it is the task of the sculptor to discover it”

- Michelangelo, famous artist

“I have learned silence from the talkative, toleration from the intolerant, and kindness from the unkind; yet, strange I am ungrateful to those teachers.”

- Khalil Gibran. A Lebanese American writer, poet, visual artist and I consider a philosopher.

“Those of you who have spent time with Australians know that we are not given to overstatements. By nature, we are laconic speakers and by conviction we are realistic thinkers.”

- Julia Gillard. Former Australian Prime Minister.

“You can’t motivate a student you don’t know.”

- Ted Sizer. A leader of educational reform in the United States

“Hope is the thing with feathers that perches in the soul and sings the tune without the words but never stops at all.”

- Emily Dickinson. An American Poet regarded as one of the most important figures in American poetry.

“Be Faithful in small things, because it is in them that your strength lies.”

- Mother Teresa. An Albanian Indian Catholic nun. Founder of the Missionaries of Charity. Spent most of life working with the poor and dying in Kolkata.

“But I know, somehow, that only when it is dark enough can you see the stars.”

- Martin Luther King Jr. He was an American Baptist minister, activist and political philosopher who was one of the most prominent leaders in the civil rights movement.

“Biology sometimes reveals its fundamental principles through what may seem at first to be arcane and bizarre.”

- Elizabeth Blackburn PhD. An Australian scientist who won the Nobel Prize in Physiology in 2009. She was the first woman to win a Nobel Prize in Australia.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issues 27: Community, Trust and Good Communication

Mon, 06 Nov 2023 06:26:24 GMT

Community, Trust and Good Communication

The recent AISNT Leadership Forum in Alice was really valuable and the people I have spoken to felt they had gained much from it. A highlight was members being prepared to discuss openly about their situations, ideas and aspirations which lead to really rich and open discussion. Trust is a valuable factor in any group activity and that feeling was certainly in the room. I felt the sharing highlighted the wonderful variety of approaches to the meaningful education schools are providing for their particular and unique communities. It was not regulations page 1, 50 or 100 but rather as a result of ensuring the communities, which schools serve, are understood and what is offered is going to meet the needs of those communities.

Leading this are a really fine group of dedicated Principals and senior staff most of whom were at the Forum and of course sharing their particular thoughts was enriching to all.

Listening to the stories of schools in really remote places made me draw a mental parallel to the story of Jim Darcy a stockman badly injured in a fall from a horse about 50 kilometers south of Halls Creek, 29 July 1917.The only hope was to get him to the post office in Halls Creek where the postmaster Fred Tuckett was responsible for first aid. Recognising the seriousness of Jim’s injury, Fred administered morphine. The Wyndham and Derby doctors were both out of town so Fred contacted his former first aid instructor in Perth, Dr. Holland. This contact was not by radio but telegraph using Morse code. Dr Holland diagnosed that Darcy had a ruptured bladder. He advised the postmaster that he would have to operate on Jim immediately. At this point, writing this story, I’ve got goose bumps.

Following instructions sent by telegraph (remember Fred’s training was first aid not complicated surgery), he operated on Jim using just a pocket-knife and cut throat razor. How brave was Fred! I’m sure he was terrified but he had a life to save. The operation was a success. Jim began to make progress, but complications set in and Dr Holland realised he was needed. Travelling by cattle boat, Model T Ford, horse and sulky and finally walking, he covered the 3,700 km, but the journey took two weeks. He arrived to find that Jim Darcy had died a day earlier as a result of the complications and malaria.

This remarkable story caught the attention of the Superintendent of the new Australian Inland Mission, Rev. Dr John Flynn, who understood the challenges of isolation and so set about establishing the Australian Inland Mission Aerial Medical Service at Cloncurry in 1928. This of course became the RFDS as we know it.

Some of our schools, as described by Linda Miller and Deborah Bateman in their wonderful vivid presentation on Mapuru, carry the same responsibilities for care, well beyond education, like the postmaster at Halls Creek. They are prepared to extract bogged cars, administer the Flying Doctor / Care Flight sophisticated first aid cupboard, which they need to know how to use, manage challenging communication situations, ensuring the airfield is safe for aircraft to land to mention a few of the other responsibilities beyond the school.

The school works well because it is part of the community, not apart from it the people of Mapuru are very much involved in it and Linda and Deborah are excellent at listening and are able to organise with the local people schooling which fits in with what they want. Listening, it seems, is such an important factor in producing successful, very remote schooling.

Dr Stephen Brown is a regular at our forums, has a great understanding of the NT and able, in his engaging style, to provide interesting perspectives on the world of the Principal. The daily pressure on a Principal is significant and there is often little time to reflect and reset. His sessions do give an opportunity for this and provide Principals with the permission to stop and reflect about themselves. The captain must look at the chart so the ship sails in the right direction.

Stephen’s first chapter was termed “Understanding Self”. This topic, I think, pretty quickly leads to self-reflection. If you understand self then you are more able to lead others. Possibly understanding self completely is a lifetime journey. There was plenty to reflect on in this topic, But some “take aways” I received were:

distinguish role from self as confusing the role of Principal with self is a trap.
keep confidants and don’t confuse them with allies. I’m still teasing that out.
seek sanctuary by having a place of renewal. This to me is important but easy not to do.
Two other facts which rank true were the need to understand the “current state” and to have knowledge of the “aspired state.”
If you are experiencing stress, what are the characteristics of this and how much are you prepared to tolerate before changing action.

Stephen also mentioned Howard Gardner’s “Five Minds for the Future”. I’m always interested in Howard Gardner because his “Theory Of Multiple Intelligence” seemed to make sense to me from my own experience. I’m not fully across this theory but am listening to the book - thank goodness for audiobooks! I’ll write some more on it when I’m finished.

As a start his five minds are:

Disciplined mind
Synthesizing mind
Creating mind
Respectful mind
Ethical mind.

Basically he is saying that these five minds are what the fast-paced future will demand.

The disciplined mind is to learn one profession and the major thinking behind it. This may include an understanding from a variety of disciplines.

The synthesizing mind is trained to organize the massive amounts of information and communicate this effectively to others.

The creating mind is to explore unasked questions and uncover new phenomena and insightful appropriate answers.

The respectful mind enables people to appreciate the differences between human beings. This should enable people to understand and work more successfully with people.

The ethical mind , to understand that differences do exist between people, enabling them to have the capacity to work with everyone. Gardner contends that without these minds, society could be overwhelmed by information, unable to succeed in the workplace and will lack the capacity and understanding to thrive personally and professionally. Possibly understanding of these minds will become a key target of education.

Stephen also introduced the idea of discovering one’s Authentic Leadership. No leader is the same as another - they are different but there should be no reason, if they are able to lead effectively, that they won’t be a good leader, though they may be a different type of leader.

Stephen’s tip about presenting to a group was fairly salutary. The first seven words of your address (etc) will either “cook” or not “cook” the goose, for it is in the first 7 words that a listener will decide whether to listen or not!

The words “I am enough” were presented by Stephen as something that a leader who is successful should be able to acknowledge, rather than the endless search for “more than enough” when it is not warranted.

I hope I’ve summarised some of his thoughts faithfully. If there is at least one idea amongst these which you find helpful or promotes constructive thought, then you are ahead! I had this philosophy when visiting schools. I knew I couldn’t absorb everything but if I locked onto at least one thing I was making progress.

Quotes which might be helpful:

“You don’t need anybody to tell you who you are or what you are. You are what you are”

- John Lennon: member of the Beatles, Singer and Song Writer.

“So ring the bells that still can ring, Forget your perfect offering There is a crack in everything That’s how the light gets in.”

- Leonard Cohen: Singer, song writer.

“The two most important things that I did learn were that you were as powerful and strong as you allow yourself to be, and the most difficult part of any endeavour is taking the first step, making the first decision.”

- Robyn Davidson: an Australian writer and Adventurer, famous for her book “Tracks” about her 2,700 km trek across the western Australian deserts using camels.

“You don’t have to be someone special to achieve something amazing. You’ve just got to have a dream, believe in it and work hard.”

- Jessica Watson: Record breaking around the world 16-year-old solo sailor, Australian.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 26: Teaching is an Awesome Profession

Mon, 23 Oct 2023 06:26:50 GMT

Teaching is an Awesome Profession

I have had a couple of conversations recently about the importance of awe in our lives, focusing on that part of the definition of awe relating to wonder and not fear. “They gazed in awe at the beautiful painting” or “they were awed by the beauty of the music”. “She was in awe at the skill of the gymnast”. “He was in awe at the beauty of the desert sunrise”. “They were in awe at the skill of the sheep dogs.” “She was in awe at the power of the sea as the waves came crashing in.”

The conversations were about the value of awe in our lives and as teachers in the lives of students. Some psychologists have suggested that focusing each day on something that inspires awe in a person really does enhance their wellbeing. This does resonate with me in a world so often dominated by negativity, presented so readily by the media. Ultimately, I believe too much of this is unhealthy. Some psychologists see awe as a rather extreme experience. I’m seeing it in a broader context than this and therefore more attainable. My own experience is that it doesn’t have to be vastly dramatic to make a difference.

I was “U Tubing” how to play a piece of music and stumbled across a woman playing the “Ashgrove” on the violin. I have known the Ashgrove for about 60 years, but never taken it on as something special. This presentation was brilliant and I was in awe at how she played it and indeed the beauty of the music. It is a traditional Welsh folk song with the more recent arrangement by the great composer Benjamin Britten. There are a variety of lyrics to it, but the best know were written by Thomas Oliphant in the 19th century - I think they are superb! I found another presentation with a woman singing it, accompanied I guessed by a harp. I think my appreciation of the piece was enhanced because my discussions about awe enabled me to hear the music in more detail.

I guess I have played it 50 times and am not sick of it yet. It certainly has had a really positive effect on my wellbeing. And understanding the value of awe lead me not to dismiss the tune but to almost have a licence to absorb it more deeply.

If indeed focusing on something of awe does enhance wellbeing, isn’t this a great thing to teach our students and to encourage them to look for something which will be awe-inspiring to them each day. There are so many awesome things to absorb in life but the frantic pace of modern existence can cause us to fly well over the top of them.

I’d like to share with you a line in the Ashgrove - very simple: “The blackbird cheerfully singing”. Not long after this I was out at Redbank Waterhole. I really enjoy watching birds and find their habits fascinating. Well, I spied a Kingfisher and immediately wondered, as he sat on the branch, whether he was “cheerfully singing” and if he was, why was he? My mind continued to wander into the world of the Kingfisher……. surely a positive experience.

I had a dog “Sketch”, Healer/Staffy cross and everything else. Though Sketch went aloft many years ago my mind can still focus on her and I can get my daily dose of awe from this memory. She was a remarkable dog and a real favourite with the students. She accompanied me everywhere and at school assemblies, when she wasn’t observing students from the lighting bridge, she lay on the stage, sheepdog style, I guess ensuring that their behaviour was acceptable. She would then accompany me to my office and ensconce herself on a chair. She was a dog of great importance.

Her real awesomeness occurred when she and I went to class, and she would choose a student whom she would sit next to. Invariably she would choose a student who would benefit from her company. I was always amazed by this. Dogs can have awesome sensitivity!

Though there are many students who will probably find the awesome daily, there is no harm, as a teacher, to point out that this is indeed good for them and for all people.

Teaching is definitely a challenging profession. In a school a teacher is not dealing with a group of clones, but with a group of individuals. Similarly a Principal is dealing with a staff of individuals. The challenge is to try and get the best out of both students and staff. A feature of this is to promote the positive. Sure there will have to be times when the negative requires attention, but so much good can be done via the positive. My memories of Principals in my early days of teaching were that they seemed happier presenting the negative and of course this would infiltrate the culture of the school - not a good thing. I believe that negatives lead to negatives and positives lead to positives. It is not unexpected that some negatives will appear in a positive environment but if it is strong enough it will be unlikely that it will redirect that positive spirit.

Nevertheless, teaching is a challenging job and can be disheartening on occasions. The Principal must always carry with them a bag of encouragement which, I believe they should use freely: a smile, a “good on you”, a short positive conversation, a longer positive conversation, a note, a card, a small present, a surprise for morning tea. There are many more which a Principal can use and they may provide the awe for the teacher that day.

I think a Principal has an important role in “talking up” the job, making teachers feel the value of their career and how they can truly make a difference. Always be on the lookout for the disheartened teacher who may need a “leg up”.

Yes, teaching is an awesome profession. Regardless of anything else encouraging students to find and absorb their daily awe and doing that also for teachers is really helpful.

But Principals need looking after as well and they shouldn’t neglect their own awe-inspiring daily experience because they are too busy, or forget, or don’t see it as their right as well.

I am fascinated by steam engines and have two models - a stationary one and a mobile locomotive. Besides being fascinating they are a fertile source for analogies. I think students find them interesting because they are from another era. A steam engine won’t work if there is no fuel in the firebox! That fact is the basis for make a variety of points. However a steam engine requires patience because it won’t work until it has time to build up a head of steam. Yes another thought provoking fact. It is always a double lesson for students when I am actually showing them a model steam engine working, because they have to wait that 5 agonizing minutes for the water to boil and the steam to build pressure before there is action. This waiting generates suspense. Students are not necessarily familiar with this requirement for patience. Today, we get into the car, turn the key and, magic, it starts. It is a “so what” experience, whereas seeing the steam engine spring into life and actually work, particularly after having to wait. For many, this is an awesome experience.

SOME QUOTES WHICH MIGHT BE HELPFUL

“It’s only a thought and a thought can be changed.”

- Louise Hay (1926-2017) American motivational author and professional speaker

“Leadership is an elusive concept, hard to describe and impossible to prescribe. It is more evident in its absence, so when it’s needed, its lack is sorely felt.”

- Patrick Dodson, Senator for Western Australia and leading Indigenous rights activist, widely regarded as father of reconciliation.

“Failure doesn’t come from falling down. Failure comes from not getting up.” “Success is often a matter of hanging on longer, when others have given up.”

- Michael Long OAM Former Essendon Aussi Rules Football Great of Aboriginal descent who is a spokesman for Aboriginal rights and against racism in sport.

“If you hang around waiting for the right answer, you’re going to be waiting all your life.”

- Hon. Tanya Plibersek Federal Minister for the Environment and Water.

“Good advice is certain to be ignored, but there is no reason not to give it”.

- Dame Agatha Christie Famous English Crime Author.

“Standing in the middle of the road is very dangerous; you get knocked down by traffic from both sides”.

- Baroness Margaret Thatcher Former British Prime Minister

“People I admire have two qualities: a kind of simplicity, and a generosity of spirit. It seems to me that the more impressive people are in what they have done, the simpler they tend to be in how they talk to you, or in what they say or write.” “I was elected by the women of Ireland who instead of rocking the cradle, rocked the system.”

- Mary Robinson first woman President of Ireland 1990-1997, then United Nations Commissioner for Human Rights 1997-2002.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 25: Reflection and Your Own Ideas

Mon, 16 Oct 2023 06:27:08 GMT

Reflections and Your Own Ideas

Thought for the week: “Observe, Reflect, Adapt - Create” (ORAC)

All Schools are unique in their own way - for a start they are filled with individuals who are not the same as those at another school. Of course Government Policy finds it difficult to reflect this in detail but I’m not going to write about this today. A Principal may see something working well in another school and then consider that introducing it into their own school will be an effective idea. But without considering the circumstances and the unique population of their own school they could be on the road to failure - the road of potential innovation is littered with plans to clone “Stuff”. The life of an effective Principal is about looking or reading, if interested then absorbing, finally deeply reflecting, a task that can be well jilted by the frantic nature of a Principal’s existence which is the start of the road to failure! The Principal’s task demands reflecting until their head hurts! And as noted in one of my earlier pieces, the advice given to me by my old mentor Paul Mckeown was that if I didn’t take time to look out of the window, no-one else would! Yes, a Principal must Observe, Reflect, Adapt and Create.

Time is the enemy of all Principals. It is of benefit to reflect on what must be dealt with and what can be delegated. As I write, my mind wanders back to my own schooling, year 5. I was 10. I came from a family wedded to duty, loyalty and doing your best. So it was a major blight on my life when I was reported to the Principal (by a grumpy old woman) for changing carriages on the train several times with my friend on our way home.

Great fun. However this was considered to be unacceptable behaviour and my journey to the Principal’s office was indeed a miserable one. In my mind the crime grew larger and larger and by the time I got home it was indeed a “damn disgrace”. Anyway I’ve never forgotten it but it underpinned my desire for my office to be seen as normally a place of good experiences and to feel I could delegate (yes delegate) such minor situations as changing carriages. (Obviously this crime would not occur in the NT.)

Early in my career and being enthusiastically engaged in Outdoor Ed, I came across the work of Karl Rohnke. Karl graduated from University in 1960, when I was 9! He was then drafted into the U.S. Army for 2 years. Sometime after that he spent four years teaching Outdoor Ed, eventually ending up as chief instructor at North Outward Bound Carolina until 1971. Then “Project Adventure” was born and he was one of the founders. He worked there until 1996, serving as director and president of the company. He wrote over 15 books that related to the field of adventure education. These showed he had the will to observe, reflect, adapt and the courage to create ideas that were new and try them in practice. Observing and reflecting on how students responded to Adventure situations where students were “Impelled into challenging activities”, Rohnke considered a change. He created the term “Challenge by Choice. “This evolved particularly from his observations of urban youth being resistant to participating in adventure activities within the school setting. He made the decision to let students choose whether to participate or not and whether the activity was going to be meaningful for them.

Rohnke also developed the three - zone approach to learning and developing resilience. Three concentric circles illustrate this: central is the Comfort Zone, around this is the Learning Zone and around the outside is the Panic Zone. After retiring he continued to travel worldwide presenting clinics about the use of games and initiative problems as applied to various teaching situations. His strength was in trying something, observing keenly and reflecting with the notion “Is there a better way? “in this particular situation. He was not afraid to back himself, be adaptable and create. He was really committed to the ideas he created. Sadly, he died in 2020.

A principle whom I greatly respect is the noted South African educator Anne van Zyl. I came to know her through our membership of Round Square. She has had the distinction of being Principal of five different schools: Pretoria High School for Girls (State School), St Stithians College (Independent ) Johannesburg where she was the founder head, Stanford Lake College( Independent Co-ed) Magoebaskloof Limpopo Province, Bridge House School (Independent Co-ed) Franschghoek and Oprah Winfrey Leadership Academy for Girls(Independent). I visited her at St Stithians and Oprah Winfrey Leadership Academy. I also visited Stanford Lake after she left.

I know Anne to be a leader who has courage, determination, is principled, and charismatic. Under her leadership Pretoria High School for Girls became the first segregated white state school in the Northern Transvaal to open its doors to all races during apartheid when integrated state schools were still illegal.

She initially went to Pretoria High School for Girls as an English teacher, then was appointed Head of Department.

Her leadership skills were obvious, and she was appointed Deputy Head. In 1988 she was appointed Head.

Always believing that schools should have an outward view she took St Stithians, Stanford Lake and Bridge House into membership of the International Organisation, Round Square. She acutely believed in the ideals of Round Square: “Internationalism, Democracy Environmental Awareness, Leadership and Service, Adventure”. In each school, though they were all very different, she ensured they became practically faithful to these Ideals.

At St Stithians she set up a very practical supportive sister school relationship with Letsibogo Girls High School in Soweto. I had the privilege of visiting the school, and it was very impressive. I attended several conferences with the Principal and she was definitely the right person for such a position.

In January 2010 Anne was appointed Head of the Oprah Winfrey Leadership Academy for Girls. The school was near new having opened in 2007 and was a very different and exciting challenge. I was fortunate to visit her at the Academy and see the school in action-very impressive.

Anne’s success as a head was based around her natural style of leadership, her ability to deal with people and to enthuse them, her capacity to plan a strategy and without wasting time push forward quickly with courage to achieve it. She was excellent in relating to people and saw the importance of a school having an outward perspective. She could readily observe, reflect, adapt and identify what needed doing and as a person of action would get on creating and making it happen.

She also had an entrepreneurial spirit. She is a wonderful example of a leader who Observes, Reflect, Adapts and Creates. This was essential as all the schools she lead were very different, including in the way they were governed.

My third example is that of Sumer Singh who is one of India’s most distinguished school Principals. He taught in the top-ranked Lawrence School Sanawar, The Doon School Dehradun, Gordonstoun School Scotland, United World College of the Atlantic, Wales and Boxhill, UK. He then served as Principal of Lawrence School Sanawar, The Asian School Dehradun and Daly College Indor. He has been an adviser to many high level organisations. He has also been an Executive Board Member of Round Square and Chairman of the Indian Public Schools Conference.

Sumer was inspired by his year 9 history teacher to become a teacher and decided he wanted to make a difference to the life of young people and their subsequent journey. Sumer has been engaged in education on so many different levels, is reflective of his experiences, is a very creative, independent thinker and has the belief and confidence to put his ideas into practice. This preparedness to do this has resulted in him running successful schools that make a real difference to students. I am a friend of Sumer’s, have visited him a couple of times at Daly College, have been on many Round Square conferences with him. He has a global perspective, and has addressed audiences in several countries. He has served and still serves the community on many boards - people value his acute and original thinking. If you want an original idea Sumer can give it to you. One of his passions is empowering students and encouraging them to learn through real experience.

A true educator, he understands the value of a young person finding their passion and then how this helps to light the fire in other parts of education. Though an educator he is blessed with an inspirational, entrepreneurial spirit and has the imagination and capacity to really make things happen. He is a well-rounded person with a range of interests, has written 7 books and is an accomplished fly fisherman. He is also a fine painter who exhibits.

These three educators earnt respect from their students, those they lead, parents and the general public. They developed a reputation that went before them. They were brave doers, great observers reflecting effectively on their experience, adaptable, had the creativity, confidence to produce their own ideas, the charisma and ability to foster these and enjoy an understanding of the global society at large. They are interesting people who have been engaged in a range of activities and of course were always keen to contribute. Most importantly they had that antenna that enables them to relate well to people in a diversity of situations. Though Karl Rohnke has passed away, Anne and Sumer are still using their gifts to contribute.

Quotes Which Might Be Useful:

“I have never regretted that I took the notion into my head to take on nursing, for it has opened up opportunities that I would never have had.”

- Sister Jessie Tomlins AANS 6 July 1916-13 July 1919. Australian World War 1 Nurse who served in Egypt and England.

“Ancora Imparo (“I am still learning”).

- Monash University Motto. This reminds us that the search for knowledge never ends

“The best hope for Australia is the ballot box and good education.” “I don’t care a damn for your loyal service when you think I’m right; when I really want it is when you think I’m wrong.”

- General Sir John Monash.

“You may choose to look the other way but you can never say again that you did not know.”

- William Wilberforce, English Anti- Slavery Champion.

“Obstacles are there to get around, climb over or scramble through.”

- Patricia O’Shane AM, retired Australian Aboriginal teacher, barrister, public servant, jurist, and Aboriginal activist.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 24: Considerations For This busy Time Of Year

Mon, 18 Sep 2023 03:12:05 GMT

Considerations for this Busy Time of Year

Thought for the week: SHOW your belief in your school!

Term 4 is about to arrive and no matter how you view it, it is always busy and pressured - day to day, recruiting, new students, budget meetings, board meetings, resource analysis and planning, planning for next year, final ceremonies such as concluding assemblies, presentation nights etc, etc.

At this time of the year a Principal can start the day with such a large list which is hard to prioritise and knowing the “ship” must be kept on an effective course and the culture, with its focus on good morale amongst staff and students, effective learning being a good priority and the school community well cared for etc.

The mind is a strange “animal” and ideas can pop up in a random way - hence the following two paragraphs. As I have written previously, I enjoy playing my mandolin. My ancestors were Scottish fiddle players who wrote a hea p of tunes, some of which I enjoy playing. One lament is particularly sad, written in memory of this ancestor’s brother. The tune sounds sad as a lament should be, but the sadness is enhanced by the presence of one particular note. Yes,s one note. When I first played it, I was “wowed” by the effect of this note, even though the tune made sense without it.

I didn’t necessarily always do what I’m about to describe, during my time as principal, though I wish I had. That is, faced with the feeling of “heck where do I start, “and then succumbing to someone else’s agenda because they made the loudest noise or being attracted to some “busy “work which could have waited or been deflected to someone else and ultimately not achieving much of significance. Why? Because achieving something is better than achieving nothing, even if it is unimportant. However, this is not the most effective way to start the day.

Back to that Note of Music. If I was Principal again, I would start the day by deciding which Note I could “play” which might make a real difference - not any Note but one which would be effective. I had to make a decision (My Decision) - which valuable note! There would probably be a heap to choose from, but the idea is to discipline myself to one. After putting that into action I could then wade into the chaos with the knowledge I had achieved something valuable for the day which sure boosts personal morale. This also helps to avoid that hollow feeling which sometimes occurs after being really busy for the day and at its conclusion, feeling nothing of significance had been achieved. Mind you, some people don’t mind that feeling though their day has not made a huge difference to the school.

Term 4 brings with it many pivotal decisions that have to be made for the coming year. Such decisions may include the need to promote a staff member into a position of responsibility. This can be a tricky one but making the wrong decision can result in grief for the Principal and the school. The Principal must make sure they are really certain about the criteria for the job. It is not advisable to pull the job description off the computer without, each time, reflecting as to whether this is how the job should be performed at this particular time of the school’s journey. The school may have different requirements from the last appointment and this is the chance to make an understandable change. It is easy to be swayed towards a popular appointment. This may turn out to be a good one or perhaps a disaster. Such an appointment may be met with enthusiasm - you may be pleasantly affirmed, but if the appointee is a non-performer it will only give you grief - trust me!

Beware of making a decision of convenience, where someone seems to have the time to do the job, but clearly doesn’t have the proven capacity or experience. This also ends in “tears” and the school suffers and you as the principal have a major headache! Where there isn’t an easy solution there is a temptation to make such decisions and perhaps on the basis “they’ll be right, or they’ll grow into it” If they don’t have the capacity they may not and you will have a problem.

The use of Committees to make appointments may work and it may not and it is favoured by many schools. If a Principal doesn’t like making decisions they may fully defer to the committee and if the decision doesn’t work out it is then the committees fault. Well, sadly no! The Principal is ultimately responsible and if the committee’s decision is not to the Principal’s liking then it should not proceed. The Principal is likely to be blamed anyway. I have seen competent Principals make really effective appointments and I’ve seen some make woeful appointments. Sure a good Principal can get it wrong from time to time but everything should be done to avoid this.

Part of the appointment process is having a clear idea about what the Principal really wants the person in that position to achieve. If unclear the Principal is sure on dangerous grounds.

I would expect most Principals still have to weather the budget meeting with their board this year. This is a super important meeting and relates to the school’s strategic plan, its present circumstances, what Principals feel they want to achieve in the coming year. I’ve seen boards change the Principal’s KPIs and then give them few resources to achieve these. The Board must have good knowledge of how the school is truly going, not a vague notion and the Principal must be able to communicate information effective and accurately with the board including what is possible and what is not.

The wise Principal knows how to read and understand the accounts, though it is accepted that the Principal is unlikely to be an accountant. The Business Manager has that detailed responsibility, but the Principal must not say they don’t understand the fundamentals of it. If they have a lack of knowledge they should sit down with the Business Manager and become knowledgeable. The Principal must be able to effectively participate in the budget discussions and not simply be silent and leave it to the Business Manager.

Whilst the pressure is on in Term 4, it is still important that even though there is usually a lot of office work, including thinking, planning, interviews and meetings to be run, visibility in the school is important, though it helps if it is strategic and not random so the necessary office work can be done. It is, I believe, a mistake to try do it all after hours.

“Delegate, delegate, delegate if able” during this busy time should be a Principal’s mantra, enabling them to tackle the tasks that are most important and will have a significant effect on the school. The art to good and thorough delegation is to be clear about the task you are delegating, briefing the delegate thoroughly and following up at stated points so the delegate knows when the task has to be completed and that it will be checked. Checking of course is a sure sign of interest in the task and emphasises that it is important. Few people want to do an unimportant task. Care must be taken not to wear out staff goodwill and a reward of some sort (e.g. Allowance or time off) may be in order as good will often has an end point. Staff like to know they are appreciated.

Obviously these are my thoughts coming from my own experience and there are certainly many ways of approaching a busy term four. If you can draw some helpful ideas from these thoughts or if my writing stimulates other ideas or perhaps ensures you are tracking well, then that is really good. In any case may your term 4 be as truly successful as you would wish.

Quotes:

“Our future growth relies on competitiveness and innovation, skills and productivity-and these in turn rely on the education of our people.”

- Julia Gillard Former Australian PM.

“Be eager in your desires but humbly patient in their accomplishment.”

- Mary MacKillop RSJ was an Australian religious sister who has been declared a saint by the Catholic Church.

“Stop leaving and you will arrive. Stop searching and you will see. Stop running away and you will be found.”

- Anne Geddes is an Australian - born New York City - based World renowned photographer.

“The right person is the one who seizes the moment.”

- Johann Wolfgang von Goethe A German poet, playwright, novelist, scientist, statesman theatre director and critic.

“Yes, you can have it all, but not all at the same time. Set your own priorities, trust your gut and follow your heart.”

- Quentin Bryce, Former Governor-General.

“To be driven by passion is more likely to bring success than to be driven by money.”

- Carolyn Creswell is an Australian businesswoman and TV host.

“Life is like a game of cards. The hand you are dealt is determinism; the way you play it is free will.” “The policy of being too cautious is the greatest risk of all.”

- Jawaharlal Nehru, First Prime Minister of India.

“It’s a very Aboriginal thing to do, to give younger people greater responsibilities within the community as they become able to take those responsibilities on. It is a culturally appropriate transfer of roles that involves respect in both directions- from younger to older and the older to younger.”

- Jackie Huggins AM FAHA is an Australian Aboriginal Author, historian, academic and advocate for the rights of Indigenous Australians. She is a Bidjara/Pitjara, Biarritz Gabba and Juru woman from Queensland.

“Congress has known for a long time that if we get the start to life, right, we can change a child’s entire life story.”

- Donna Ah-Chee CEO Central Australian Congress.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 23: Confidence – A Most Attractive Painting on the Wall

Mon, 11 Sep 2023 03:12:44 GMT

Confidence – A Most Attractive Painting on the Wall

I like to experiment with prioritising what should be given one of the prime spots on the “must do” ladder for a school. A favourite one I often think about is if I could only teach 5 things, what would they be.

Another one to roll around in the concrete mixer of the mind is what should take the top spots in a school’s culture? It is to this to which I turned my mind over the past week and the winner for me at the conclusion of this time of reflection was the quality of “confidence.”

Confidence, as a human characteristic, is one of the really essential ingredients in a school and indeed in life. If it was illustrated as a classy painting, it would be one of the most attractive paintings hanging on a school wall, well in view for everyone to see whether they be members of the school community or visitors. I guess there are many ways a painting can project confidence but the painting should be of particular value if it projects something the school really believes in. Clearly confidence will be lacking in many members of the school community but the painting, without equivocation, projects the message that this is an acceptable characteristic and something for members of the school community to aspire to, develop and support. There is no question that the development of this is a challenging and difficult task.

There was a time when many schools had little concern about confidence and the success of a school was rather measured by the level of control that it exercised. A successful teacher was seen as one who had great control in the class and student confidence was given little consideration. As the Principal walked past the school “fish bowls” and all seemed orderly, then all was ok in the school. This was an easy mission and if the Principal took action in a class where disorder was underway, then a Principal’s responsibility had been discharged.

Now, obviously this view of a school is very simplistic. However, the point I’m making relates to what is seen as a priority. If genuine chaos reigns in a class, then there is likely to be a problem and nothing constructive will be achieved and certainly not confidence other than for the leaders of the chaos. The confidence of such rebels is definitely misplaced and destructive.

In a school confidence is not only an issue in the classroom, but also in all other situations for students, amongst the staff, amongst members of the parent body and certainly for the Principal and other leaders of the school. In all areas, lack of confidence is not helpful and the “best” is not generated by it. There was a time during my existence when a bad result was rewarded with a punishment, with the intention that this would be an incentive for future success. There was little thought that the student was doing their best and not capable, at that time, of doing better.

Some parents fail to embrace who their children really are. Even today ambitious parents may come to the school and express their disappointment in their child receiving “Cs” and not “As”. Sure some students may be receiving such marks because they lacked application or because of poor teaching. However I was always confounded by parents who didn’t have any idea where their child’s gifts lay. Their child may not be capable of an “A” and they had no appreciation of this. They also didn’t understand that “C” is classed as average and the majority of the community are usually made up of average people who actually cope quite well in life and in fact can be very successful.

I guess confidence is promoted through encouragement and the development of self-understanding and belief. As a youth I was under the misapprehension that the school run around the Botanic Gardens, should be done in 14 minutes, because the school’s champion 1500 meter runner could do it in that time and other capable runners were not far behind. I was not a “gun” long distance runner and no matter how hard I tried and trained, 17 minutes was my best time! It was some years later, after what I perceived as failure, that I accepted that 17 minutes was my deal.

Though almost 6 foot I had short legs and a pulse rate that didn’t support fast, long distance running. By the time I had accepted that and was OK with it and it had ceased to damage my confidence, I rather found confidence in celebrating what I was actually good at and for which I received positive encouragement. To some extent the journey of life is about revealing over time what you are good at and accepting what you are perhaps not naturally good at but not letting your confidence be dented. Surely, ”Id Est Quod Id Est” applies - “It is what it is”.

Teaching we appreciate is an art which comes very naturally to some but to others can be learnt through wise guidance and conscientious work. What is important is that the teacher becomes confident with their teaching and their role as a teacher and encouragement plays a big part in this. It doesn’t happen overnight, as we know, but the pupils can sense whether a teacher is confident and capable and if they are not, the class can become difficult. Sadly, in my experience, some people do not have the capacity to be an effective teacher. Whether they can develop the capacity over time - who knows?

As Principals we all, I’m sure, know such situations. Difference is to be celebrated, and I was never shy at sharing with students that, no matter how hard I tried I was never going to be a “gun” mathematician - my brain doesn’t work like that. X power of 3+Ypower of 3+Zpower of 3=K is not in my skill set and never will be. Nevertheless I was an OK mathematician. However I enjoy playing the guitar which I can do quite well. It is so important that teachers know whom they are and are as confident about that as they are about their teaching.

One of the best teachers I ever worked with was multi-talented. He loved teaching any year level and was able to teach year 12 physics, hi-level maths, economics, computing and probably more. He held a PHD in science and could engage in scientific discussion on any level. It was such a treat to watch him work with students demonstrating safely the remarkable power of a telescope during an eclipse. Students were naturally drawn to him and loved learning from the “master.” But at the start of the year he was prepared to share with students the fact that despite all his achievements he was dyslexic. That honesty had a profoundly positive effective on his students. What a teacher!

I feel that confidence is something which the school should encourage and include in its program in whatever way is possible. I watched a school musical recently and the many students who participated, whether as stars, chorus or backstage etc. would have developed confidence through that experience.

I watch my grandchildren play sport on Saturday and once again see confidence growing as the result of belonging constructively to a team, learning to relate to others, being accepting of losing and week by week developing their skills. I have watched youngsters learning to play the guitar and seen how quickly confidence grows through the belief “I can do it.”

So what are somethings which schools can do to enhance confidence?

Ongoing, in any way possible, present to the school community the importance of confidence. Reward students, give students positive comments when they deserve them but don’t be “stingy” about these; be personally interested in students. Encouragement is one of the golden tools teachers carry in their kit bag.

A school must do the best they can to provide sufficient opportunities for students to shine. I’ve known students who have struggled with a range of subjects but have really shone at art. Sport also gives this opportunity, but there should be a variety of sports giving the chance for students to shine. I know a teacher who introduced chess into a sports day, trying to encourage and profile those with these skills. School Camps are ideal confidence builders. Each year as students prepare to go out in the bush for their 10 day adventure experience, some will complain they are in a group without their friends. Encouraging them to accept this is important and invariably, when they return, they will have made new friends. Students whom they thought were not their type now shone. Without this opportunity this would not have happened.

Parents have a tough job as we all know. However, I was always really disappointed when certain parents allowed their children to miss experiences like school camps, sports days etc. I guess to them they were acceding to their child’s wishes for a day off and that was good - I guess I beg to differ as their child had missed opportunities from which they may have developed confidence.

Back to the great educator Kurt Hahn. Hahn was a major believer in impelling a student into experience. He ran boarding schools so it was easier to do this. To him it was so important that students participated in a whole variety of experiences because he knew that this would enhance their confidence.

Hahn used to say the Moray Firth, the local estuary, was his best school master. Students sailed small yachts, then larger cutters and eventually the 24meter sailing vessel on which they undertook extended, adventurous, coastal journeys. He believed that enhancing confidence in one area would spin off into other areas. I have seen this happen so often. A student may say that they don’t want to address a class or assembly because they are fearful of failure. Acceding to this achieves nothing. If they take on this challenge, and often with support, their confidence rises noticeably. It is then hard to get the microphone from them - Great!

It is worthwhile engaging staff in conversations about developing confidence in Students. The school should adopt a “watching brief” about this because it is important and one conversation may soon be forgotten. Probably the most important actions a teacher can take in developing confidence is inspiring students to have experiences in activities in which they have a good chance of success, provide ongoing encouragement to acknowledge progress and finally success. It is essential that a Principal models this and ongoing remind staff to do this for it will have a positive effect on the culture of the school. Confidence makes so much difference to an individual and encouraging this in students is not hard to do but it reaps very important rewards.

Achievement (even small) + Encouragement = Increase in Confidence.

Quotes which might be helpful.

“The way to get started is to quit talking and begin doing.”

- Walt Disney

“Be yourself, everyone else is already taken.”

- Oscar Wilde

“You may say I’m a dreamer, but I’m not the only one. I hope someday you’ll join us. And the world will live as one.”

- John Lennon

“The future belongs to those who believe in the beauty of their dreams”

- Eleanor Roosevelt

“I have learned over the years that when one’s mind is made up, this diminishes fear”

- Rosa Parks

“I alone cannot change the world, but I can cast a stone across the water to create many ripples.”

- Mother Teresa

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 22: It should never be boring – ideas should always flow

Mon, 04 Sep 2023 03:13:10 GMT

It should never be boring – ideas should always flow

Many years ago, I met an old friend at the airport. He was principal of a successful school and indeed was very good at his job. We chatted and he surprisingly said to me “If you hear of any principal’s jobs let me know. I’m starting to become bored at what I’m doing”. I was a little shocked because he had only been in the job for four years. I had been in the job for 20 years or so and still had so much to do. I can honestly say I was never bored and many principal friends of mine would have the same feeling as no doubt most of you do.

This morning, I was asked to address a local Rotary Club about Education and Literacy. I enjoyed preparing for it and presenting the talk. When considering this topic the teaching trilogy rises to the surface. This is “Facts, Knowledge and Wisdom.” Around the world there are such a variety of schools, some of which value the teaching of facts and see the testing of these as something very measurable and therefore an easy indicator of success. Beware the role of certain types of multiple choice tests! I asked a teacher from a country well to the north west of Australia, what was their secret at doing well in international tests. She said that their mode of teaching centered around an acceptable source, usually a text book. The teacher dominated the lesson and students were not expected to ask questions. As you can all imagine, with a strict teacher there was a quiet class. It has also been said that ultimately that engineering graduates from this system could readily build a bridge. However, at that time, if it was broken, they couldn’t fix it.

As we know good education should move beyond facts into the world of knowledge and to do this, students need to be encouraged to think critically, to question and to seek satisfactory answers to their questions which results in understanding and knowledge. This is obviously much harder than absorbing facts. Students should then exercise well considered wisdom to suggest how this knowledge could be used effectively in the real world.

Teaching, which promotes the journey of facts to knowledge and then wisdom is exciting, but challenging and definitely not boring.

I recall a teacher who would go to their filing cabinet and pull out the next lesson. It probably was a good lesson but adding “fresh” to the lesson would surely produce a better lesson.

Education is a never ending story and good ideas can be pulled from everywhere to promote effectiveness and a freshness in teaching. I know I’ve written of the early Greek educators several times before, but I’m fascinated by the notion that in 2,300 - 2,400 BCE teachers could produce ideas that are relevant today. Socrates’ type of questioning, Socratic Questioning, is used today. It was first introduced to me by a Board Coach some time ago. He presented it as an important skill for the effective governing of significant companies. Plato’s Republic is a good jumping off point for discussing government and Aristotle was the original architect of scientific research. Kurt Hahn’s belief in giving students real experiences as a process of gaining knowledge and wisdom was pioneered by him 1920-1966 and is used around the world today.

Howard Gardner is a famous American developmental psychologist and Research Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University. He retired from teaching in 2019. He is best noted for his Theory of Multiple Intelligence outlined in his 1983 book “Frames of Mind: The Theory of Multiple Intelligences”. This work struck a real chord with me as it did with many other educators. It was truly revolutionary in helping understand children (and indeed adults).The eight intelligences he identified were: Musical, Visual-spatial, Linguistic, Logical - Mathematical, Bodily-kinesthetic, Interpersonal, Intrapersonal, Naturalistic. He included this last one, the intelligence of the naturalist in1999 (identified by him in 1995).In 2016 he considered adding Teaching - Pedagogical Intelligence which he said “allows us to be able to teach successfully to other people.”

A Professor Adams added Digital Intelligence to the list. Gardner suggested that each individual may possess all intelligences but there is always a dominant one. Gardner noted that today’s education system “is heavily biased towards linguistic modes of intersection and to a somewhat lesser degree, towards logical intelligence as well.”

There can be no question about the power of computing in our society and, if used wisely, in education. A friend of mine mentioned to me that he knew what the hardest Maths problem was. He said that for decades the following equation with K being all the numbers from one to 100, was considered such:

X + Y + Z = K

Solving this equation took over a million computing hours to find the solution. The K in fact turned out to be 42. His story added new words into my vocabulary: “Diophantine equation” which is sometimes known as the summing of three cubes. Sadly I’m not a mathematician and please don’t ask me because I can’t explain it! However I guess it was not solvable in Socrates time but illustrates the strength of digital science which is on the move all the time.

One of the popular, relatively recent additions to education is the introduction of Positive Education. Positive Education is the combination of traditional education principles with the study of happiness and wellbeing using the PERMA framework developed by American psychologist Martin Seligman. The five main elements of this are: Positive Emotions, Engagement, Positive Relationships, Meaning, Accomplishment. Martin Seligman is an American psychologist, educator and author of self-help books. He is a strong proponent of well being and positive psychology. His work has been a welcome infusion into modern education.

The work of New Zealand educator John Hattie on Visible Learning has become popular. According to Hattie, Teaching and Learning occurs when teachers see learning through the eyes of their students. The idea is that the students become their own teachers. His thesis is based on huge research, analysing an enormous amount of data. He is 73 and is presently a professor of education and director of the Melbourne Education Research Institute at the University of Melbourne.

The late Sir Ken Robinson (1950-2020) was a British author, speaker and international advisor on education who firmly believed in Creativity in Teaching. To him Dance was as important as Maths. Education should expand our consciousness, capabilities sensitivities and cultural understanding. It should broaden our world view. He was famous for his “Ted” talks, one of which had 66 million views and was titled “Do Schools Kill Creativity?”

As ‘Chalkies’ we operate in a very interesting and vital profession, where change is ever present, where the old can be used anew, and on which society depends for a safe, prosperous and satisfying future. Our role is so very important. We can be assured that new thinking is drifting into our profession continually.

QUOTES WHICH MAY BE HELPFUL

“Let us regard the forests as an inheritance, given to us by nature, not to be despoiled or devastated, but to be wisely used reverently, honoured and carefully”

- Baron Ferdinand Von Mueller (1825-1896) was a German Austrian physician, geographer and botanist. In 1853 he was appointed government botanist for Victoria, became the director of the Royal Botanic Gardens Melbourne and also founded the National Herbarium of Victoria.

“You can choose not to be interested in politics, but you can’t choose to be unaffected by it.”

- Penny Wong Federal Politician, Leader of the Government in the Senate and Foreign Minister in the present Labour Government

“The two important things that I did learn were that you are as powerful and strong as you allow yourself to be, and that the most difficult part of any endeavour is taking the first step, making the first decision.”

- Robyn Davidson. An Australian writer who trekked 2,700 km across the deserts of Western Australia using camels.

“Technique and ability alone do not get you to the top; it is the willpower that is the most important.”

- Junko Tabei. Japanese Mountaineer and first woman to summit Mt. Everest.

Chris Tudor

Principal Liaison & AISNT Historian

Darwin Careers Expo

Thu, 31 Aug 2023 03:03:51 GMT

Darwin Careers Expo 2023

Staff from AISNT were able to attend the 2023 Darwin Careers Expo at the Marrara Stadium. Industry representatives and Employers were able to discuss what programs they had to support students moving into employment or to further study. If you would like more information or contact details for specific Industry Represntatives contact the AISNT Office.

Cadets, Border Force, Police were all represented and popular stands for students and families. All are keen to engage with schools and arrange visits to Remote Communities to support our young people in their aspirations and career choices.

Principal Thoughts 2023// Issue 21: Where We teach

Mon, 28 Aug 2023 03:13:42 GMT

Where We teach

It is helpful if we are able to teach in a community which we like. If we do, we are more likely to relate well to the community and become part of it and probably teach better.

I have been fortunate. I have only taught in three places, all in the country and have always enjoyed where I have taught. Like so many people, I came to Alice Springs for three years, fell in love with the place and have been here now for over 37 years. Alice, as we all know, has taken a battering over the last little while and its reputation has suffered. But there are many like me who value Alice as a really special place. When I have been away and return, I always feel, as I reach Alice, that I’m coming home. I’m sure there are plenty of people who feel the same way. And, I’ve lived in Alice far longer than I’ve lived anywhere else.

Here is a poem I’ve penned in celebration of our town Alice Springs. I’ve used the term “Mews” because it once referred to a place where horses could be kept safely or originally where the king’s hawks were once “mewed” or confined and kept safe at molting (or “mew”) time. The word has now been used to describe a type of street. Mews are pretty, often traffic free streets usually found to the rear of a row of extravagant 18th and 19th Century mansions. In our context the mansions are the beautiful bush land that surrounds Alice Springs.

Australia’s Cultural Mews

My gaze it sweeps out westward to that line of purple hue,

That guards the dappled valley of Australia's cultural mews.

A town that causes wonder to a nation bound by coast,

For the mystery of the inland remains a mirage and a ghost.

So it's rock to dust and gravel with battle blasted sand,

Where trees and scrub grow boldly to beautify this land.

Dry creeks that wind in hope with a promise of new life,

Though the harshness has a softness which settles fear of strife.

“What's it really like the city dweller will ask through a distant gaze,

As he tries to sense the outback through a noisy city haze.

"Is the heat beyond redemption can you live in such extremes,

Is the isolation crippling, does it colour all your dreams.”

No, for we are teachers of the Centre in this special place of ours,

We strive to support kids’ aspirations and skills to meet their own desires.

Our schools are working hard to provide what kids will surely need,

Providing education opportunities upon which they can really feed.

The City’s choking, slothful traffic defies the purpose of its cause,

As it winds a daily pattern and is the pulsing city's source.

It's a haemoglobic essential that city folk will let pass by,

But it’s the high price the city pays no matter what it tries.

The dawning breaks the silence of the twinkling bush night dome,

Below which the nightly creatures have hunted far away from home.

The morning shift of the great creation quickly moves to seek the coming day,

With the optimistic hope of tucker and a full belly on its way.

Then from the east it happens, as the glow slowly seeps away the dark,

The stage show of the morning as a wonder makes its mark.

A breath, the first fire, then the raging glory strips away an Alice night,

For the sun has risen boldly and grasps the day with all its might.

Alice has a strength and power that lights my spirit’s flame,

That’s ignited in the early morn as the sun rises once again.

Anxiety as an oily blanket smothers out the dark's last hours,

Is defeated once again by the Rising Sun’s all healing powers.

Alice is a healing wonder with its endless big blue sky,

It stays the fear of chaos, helps to raise the spirits high.

The Spirit shows its powerful glory to all who venture there,

It is my deepest feeling and with all, it is this I’d like to share.

*. * *. *. *. *

There are people I know who find visiting Alice Springs and its surrounding country a truly spiritual experience even on their first visit.

I know for many teachers and certainly Principals, Alice has been the land of opportunity. I came to run St Philips, which was not a school but was a residential college of the Uniting Church. I arrived just before I turned 35. Soon the opportunity to turn St Philips into a day/boarding school appeared. By 2.5 years later the opening date was set. However I suddenly realised that, because I was appointed to run a residential college, I might have done myself out of a job, because the council might have wanted a more experienced person to run the school. I made my case to the council, fortunately satisfactorily, and was given the job. I wonder if it would have happened like that in the big city. But Alice was a pioneering place with lots of energy, get up and go and that was really appealing.

The council gave me a pretty free hand but with a strong caveat of “make it work”. This arrangement suited me far more than perhaps running a staid school in the city. Remember, I didn’t come to Alice to run a school. This isolated town was a place of opportunity where you could make things happen and really make a difference. In those days you could readily see the minister of education or indeed the chief minister who would listen with interest about St Philips developing as a school because they considered the town need it.

Move on to 1996 and the Round Square Conference in Nairobi where we were made members of Round Square. That international organisation sported some famous schools and we were accepted as part of it. Ah, the Alice factor at that conference! Though brand new members, we were surprisingly asked if we would run the International Conference in 2001. Of course we would, though we were not experienced at International Conferences. We were given the chance not only because they thought we could do it but also because Alice Springs was a unique and interesting place.

In 1997 I was appointed to the Round Square International Board. The exciting thing was that they met at Hellenic College, a small Greek school in London, twice a year. Part way along the Jumbo trip from Singapore to London, I walked over to the door and peered out of the window at the landscape carpeted with snow below and gratefully mused at how lucky I was to be the Australian rep. I was from a very isolated and moderate sized school in the Outback of Australia and was on my way to a meeting in London. How exciting! Somehow being from Alice caught people’s imagination and I had many, many conversations about life in Alice. Most people knew little beyond Neville Shute’s book “A Town Like Alice”.

I know that students going away to the cities to University are often of great interest to their peers because they come from Alice Springs. The town is a fascinating mystery to those from the coast. Alice students are quickly engaged in conversation and rapidly become identities.

I spent 17 years as chair of AISNT and therefore 17 years on the national board of ISCA. During that time I spent 3 years as the national Chair, a position I really valued. When visiting federal politicians it was advantageous to point out I was from a low fee school, in an isolated area, facing challenges that our city members were less likely to face. It was the start of some good conversation.

I had the opportunity to represent Australia at the South African Independent Schools’ and Heads’ Conference. As the only Australian there I was asked to address the conference and enjoyed the friendship and banter of sports rivalry that exists between our countries.

My appointment to the position of chair of ISCA was probably assisted by the non - aligned nature of AISNT considering that a degree of rivalry could exist between the larger states.

So, these are simply a few of the opportunities that came my way as a Principal in Alice Springs. To me it is indeed a town of opportunity.

MAYBE THESE QUOTES WILL BE OF INTEREST

I’ve used this quote in 2022 No 10 but I think it’s worth sharing it again.

Dr Geoffrey Griffin , Founding Principal of the Famous Boy’s School in Nairobi, Kenya Starehe. Final Words of Dr G W Griffin (1933 -June 28 2005) read to the School at his final Farewell Service on July 8, 2005. He had led Starehe for 46 years.

“This world is full of people who do their duty halfheartedly, grudgingly and poorly. Don’t be like them. Whatever is your duty, do it as fully and perfectly as you can.

And when you have finished your duty, go on to spare some time and talent in service for less fortunate people, not for any reward at all, but because it is the right thing to do.

Follow my advice in this and I promise you that your lives will be happy and successful.”

Being a Principal in Alice gave me the opportunity to meet Geoffrey Griffin.

Dame Jane Morris Goodall 1934 - She is an English primatologist and Anthropologist. She spent 60 years studying wild chimpanzees. She is also renowned for conservation and animal welfare.

“Change happens by listening and then starting a dialogue with people who are doing something you don’t believe is right.”

Aristotle 384BCE - 322BCE A great Greek philosopher and first genuine scientist who was taught by Plato. He tutored Alexander the Great, seeking to create an enlightened monarch who would rule over a world guided by justice.

“Knowing yourself is the beginning of all wisdom”

“It is the mark of an educated mind to be able to entertain a thought without accepting it".

“Patience is bitter but its fruit is sweet.”

Jessica Mauboy is a famous Australian singer, songwriter and actress, born and raised in Darwin. Jessica is a keen supporter of Indigenous communities and is an ambassador for the Indigenous literacy Foundation.

“When I get into the studio, it’s not about trying to get a good song. It’s about whatever comes naturally.”

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 20: Some Things for your Kitbag

Mon, 14 Aug 2023 03:14:05 GMT

Some Things for your Kitbag

The plane was meant to leave Alice at 5.20 PM. I was relying on it being reasonably punctual as I had to leave Darwin next morning at 4.45am and drive to Katherine for a 9.00am BGA appointment. Silly me! The flight was delayed 2 hours! However there is often good in most things. I sat, by chance next to a former student, his wife and little girl. How great! Like most teachers I always like meeting former students, find out what they are doing, how they are going and meet their family, a real bonus. This student who had left school some 10 years ago said to me he remembered my talk, which I gave at assembly most years, on the brass pot and “elbow grease”, a humorous phrase for hard work.

As has happened he has worked hard and been successful. As I gave the talk I would vigorously polish the very dull brass pot with brasso and “elbow grease” and really make it shine. I was so pleased that he had remembered the assembly presentation with its true intention. It would have been a pity if he had remembered how to shine a brass pot but forgotten the meaning of the story - “elbow grease”/ hard work produces results. Just by chance I’m looking at the same brass pot displayed on my dresser in the lounge room. I found that these analogies, with something memorable to display, actually worked quite well. The hope is the students get the true purpose of the story and not something else e.g, “how to clean a bass pot!”

Now back to the Law of Diminishing Returns I wrote about last week. A psychologist I knew showed me how it can be applied to stress. Initially a teacher may have no stress, but then it begins to build. It may continue to rise with its level acceptable, but if it does continue to rise it will eventually reach a level which is unacceptable. The problem is that this level is difficult for a Principal to predict and will vary from person to person. A point will be reached when the stress produces an ongoing decline in performance which has a negative effect on the students and therefore is counterproductive to the school.

This is not easy to deal with in a profession which is mostly based on egalitarian principals. A very resilient teacher may find it difficult to accept that a colleague cannot shoulder the same workload as them. This is indeed a hard one to solve and requires creative and wise thought to tackle the inevitable decline in productivity as well as trying to maintain a feeling of fairness.

I saw a show on TV once that displayed, in America, a famous stretch of road which appeared to be going downhill but was actually going up. A car was shown rolling up a gentle hill. I would have doubted the reality of this had I not had the same experience myself. Once upon a time Jill and I had 40 acres of farmland on the flat land around Greta out from Wangaratta where we taught. There was a channel running the length of the property which I could swear sloped from north to south. However, after a heavy rain the channel would flow, but clearly from south to north. No matter how long I looked at it with my puzzled expression the water definitely continued to flow from south to north. What an illusion! The story can provide an analogy for Principals to use with staff or students but also in solving problems themselves. The key helpful thought to use, not infrequently, is “is this really as it appears”. The obvious is not always the reality and the truth can be determined by looking at a situation in another way.

Michael Jenkins who, over time, was Principal of two boarding schools in England, was a friend of mine and had been a pupil of the famous Kurt Hahn at Gordonstoun. I asked “what was one of Kurt Hahn’s pieces of good advice”. He replied that Hahn would often say in response to an idea, answer or solution, “Are you sure?”. I’ve never forgotten that and it has served me well over the years. Often the real answer lies in another direction to which you can be blinded because you are so sure your first answer was right.

One of my keen interests is in the stories of schools and their origins. Why does someone or some group decide to go through the tough, challenging and expensive business of starting a school? Of course there are plenty of interesting examples of this in our own Independent Schools of the Northern Territory where very unique and interesting schools have been started. So often they relate to particular ideas, passions and ways of effectively serving a community. This is true in most places I have visited. Part of the challenge of schools is to stay true to their philosophy while welcoming new thinking which may enhance their purpose. However care must be taken at the same time, ensuring the development doesn’t compromise the fundamentals of the original philosophy upon which the school was founded. The legal system relating to the schools has to be taken into consideration as concerns about risk and safety, pastoral care and contract, gender and beliefs, discrimination and equality, change over time as do approaches to teaching and learning. A Principal can never be blind to such things but should make sure their knowledge is in fact truly up to date.

The final thought I would like to mention is about Opportunity Cost. I always found this as a useful idea from my Economics Degree as I travelled through my journey as a Principal. It is also a good concept for staff to understand and for older students to take on board.

The Opportunity Cost in terms of a school is what a school has to give up in order to purchase something. If the PE department wants a jumping mat, but the science department wants a powerful microscope and there is only money for one of them, then the cost will be the microscope if the jumping mat is chosen, and vice-versa. These choices can be pretty hard to make and may lead to some dissatisfaction, so need to be handled carefully. Maybe the jumping mat this year and the microscope next year. However some staff members are more impatient than that. Obviously half a jumping mat and half a microscope won’t cut the mustard. I found many staff members understanding if they knew they would get what they needed in the end.

Being a Principal is a complicated job demanding thought and understanding on so many levels with multiple decision to be continually made.

SOME SAYINGS WHICH YOU MIGHT BE ABLE TO USE.

“A State which has universal suffrage and a wide extension of the jury franchise, must qualify the people by education to rightly exercise the great powers with which they are invested.”

- Edmund Barton, Australia’s first Prime Minister.

“Think a hundred times before you take a decision, but once that decision is taken, stand by it as one man.” “I do not believe in taking the right decision. I take a decision and make it right.”

- Muhammad Ali Jinnah, Founder of Pakistan.

“You have got to try and reach the stars or try and achieve the unreachable.”

- Cathy Freeman , Aboriginal Australian Olympic 400meters Champion who won gold in the 2000 Sydney Olympic Games.

“I’m sick of good intention, the slowness of the jurisdiction. They have to get much better at embracing change and changing the way they work with people. Governments need to get their skates on.”

- Pat Turner AM lead convener of the Coalition of Aboriginal and Torres Strait Islander Peak Organisations (Coalition of Peaks) and one of Australia’s most prominent Indigenous Women Leaders.

“Neither winning nor losing means as much to me as knowing the crowd has enjoyed my match.” “When you have a dream you have to work hard to achieve that dream. Your dream, when you are young, can be the force that keeps you going.”

- Evonne Goolagong Cawley, Australia’s former World No 1 tennis player.

“Chase your dreams….but make sure you don’t find shortcuts to them.” “If you don’t execute on your plans, then you don’t reach anywhere.”

- Sachin Tendulkar Indian Cricket Captain who was one of the world’s all-time great cricketers and highly respected as a wonderful person.

“To travel, to experience and learn: that is to live.”

“I have climbed my mountain, but I must still live my Life”.

- Tenzing Norgay(1914-1986). He was a Nepali Indian Sherpa mountaineer. With Sir Edmund Hillary, was the first to summit Everest May 29, 1953.

“Loneliness is the penalty of leadership, but the man who has to make the decisions is assisted greatly if he feels that there is no uncertainty in the minds of those who follow him, and that his orders will be carried out confidently and in expectation of success.”

- Ernest Shackleton (1974-1922). Arctic explorer who had a reputation for amazing leadership in a protracted crisis as shown by taking all his men to safety after his ship, the Endurance, was lost to the ice.

“Thought creates Character”.

- Annie Besant (1847- 1933). Regarded as a champion of human freedom. She was born in Ireland became a socialist, was an ardent supporter of Irish and rule and became president of the Indian National Congress in 1917.She was champion of the human rights of women in India. She was a founder of the Bana ras Hindu University and helped establish the Central Hindu School.

“You cannot warm the hearts of people with God’s love if they have an empty stomach and cold feet.”

- William Booth(1829-1912) founder of the Salvation Army in England.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 19: Live Alertly and be Continually Observant

Mon, 31 Jul 2023 03:14:40 GMT

Live Alertly and be Continually Observant

A Principal should never stop learning and considering possible solutions to issues. It little matters if you are right or wrong, what does matter is that you exercise your mind and consider the issues or situations. If thoughts are flowing, then some solutions may be gathered as you tackle your next issue. Good solutions will not arise all the time, but the practice of good and challenging thinking will often bear useful fruit.

It is to this end that my mind drifted as I proceeded to take my old Dog Bunya for a walk. She is 15 1/2 and very much an old girl. Her fight with a large kangaroo in a dam some seven years ago, which was far from wise, almost sent her to heaven. But she is a tough Kelpie, brought up in the NT, so to the admiration of the Southern vets she survived earning the title of Miracle Dog. But her scrapping days are over, and life has become slower, with much sleep as the main order of each day.

Because she moves slowly I started to believe she was not interested in going for walk at all. Then I suddenly changed my tack- I was determined not to worry about the speed of the walk or indeed the ultimate direction but I wanted to see where she would take me (within reason) and see what she would do. It worked a treat - I was totally wired for patience and was determined to let her take the lead. Yep! It was obvious. She had a fantastic time smelling everything!

There was no statutory track or indeed specified time. The time was hers and I was determined to let her have it. She clearly got huge satisfaction smelling clumps of grass, examining trees, sniffing bark on the ground, examining posts etc. etc. and she was exceptionally happy! And so was I - I had found a channel to her satisfaction and it was based on me being patient and understanding and being prepared to give her time. It was thought provoking to me on a number of levels and I applied what happened to my understanding of effective teaching.

Some kids need more time than others and some wander along on a different page, but it doesn’t mean they aren’t engaged in creative, profitable thought, though it might be straying a little from the lesson. Success is found, I believe, in the capacity and enjoyment of thinking. This of course feeds into that age old question all “schoolies” should continually struggle with: “How do children learn?” Sure, as principals, we have to do a fair amount of administration but our passion should really be about children and learning. And now for a little segway. We are about to enter the annual challenge of the school’s budget. To me it is essential that debate in this process should be led by the school’s commitment to learning. If it is distracted from this towards other issues, negating any thought of learning, I believe the Principal should be the squeaky wheel ensuring learning is directed back onto the agenda.

Obviously a central factor in the budget is the possible income which must be identified. A key factor in income is the demand for places at the school. If there is little competition in the school’s market catchment, so long as the fees are appropriate to the population in that area, then there is a good chance that demand for places will be good. However this will depend on factors such as reputation, atmosphere and morale in the school, a culture that sits comfortably with students and parents and dedication to the art and mystery of students’ learning. The number of newfangled Xs will come well behind this. “The school has a wonderful X machine” won’t matter if the kids are unhappy and not learning effectively. Teaching must be good!

When there is only one school with such reasonable conditions it might be said that the demand will be inelastic. As effective competition increases the demand becomes harder to maintain at its former level. It may be said that the demand is now more elastic. The school must be aware of this change in the elasticity of demand as income in an independent school relates so much to student numbers. In addition to fees there is income from the government. This income is usually distributed on a percapita basis. A principal will ignore an honest understanding of the market at their own peril.

Another piece of economic theory which should be examined annually is based around the Law of Diminishing Returns. This law follows a sigmoid curve which is like this:

The board may ask whether teachers can take one more lesson. It may be that this is reasonable. If they can it would seem that teacher productivity perhaps rises. But can they do more? If they can there will in the end be an effective limit. The point will eventually be reached when staff are over stretched and their teaching effectiveness begins to drop, learning suffers, morale suffers, and students start to become dissatisfied. The budget may have seemingly improved the “bottom line “when finalised in November, but the effect of the budget will be felt in the following year.

If teachers are overworked and can’t maintain their high standards, learning suffers, kids become unhappy and “ratty”, parents begin to be dissatisfied, reputation drops and so does demand. It is pointless to think this won’t happen if the safe limit is past.

The Board must be encouraged to address this issue first whenever they are tackling the budget. An appropriate statement should be “do teachers have what they need to deliver their best?” Board members have all been to school so they may think they know the answer to this better than the Principal, but it is possible they don’t. The Principal must have the confidence to speak up relating to this - to not do this is to not do their job properly. To do this they must know their staff well, how the Law of Diminishing Returns relates to each one, because it will vary, and where the strengths and weaknesses are. They must know whether students are learning effectively in the school.

In some situations, the budget becomes solely focused on the figures, whether they balance or what debt the school can manage. Sure this is important but the process must go the next step and see how the figures relate to the quality of the education offered.

There are many aspects of a school that affect learning and the Principal must be continually aware of these. A key one is how the school presents. I experienced in my early days a school official saying that it is pointless buying new desks because the students don’t look after them. In my experience students won’t look after “rubbish” desks or tables but are more likely to look after good ones - and that goes for other things as well.

If a school is well maintained, displays an interesting character to the school community, is thoughtfully but interestingly decorated, projects a welcoming feel and indeed is a place of which the students and staff can be proud, then I believe it will go a long way to supporting learning. But reaching this standard does take ongoing commitment and investment. School properties do run down quickly.

It is vital that high standards are maintained.

SOME THOUGHT-PROVOKING SAYINGS

“Do not wish evil for others. Do not speak ill of others. Do not obstruct anyone’s activities.”

- Guru Nanak (1469 - 1539), the founding Guru of the Sikhs.

“It’s widely recognised that there is no peace without development and no development without peace; it is also true that there is no peace and sustainable development without respect for human rights. We have to transcend our differences to transform our future.”

- Antonio Gutierrez, the ninth Secretary-General of the United Nations who took office on 1st January 2017.

“Success is not the key to happiness. Happiness is the key to success. If you love what you are doing you will be successful.”

- Albert Schweitzer (1875-1965). He was a Lutheran Minister from Germany who was a theologian, organist, musicologist, writer, humanitarian, philosopher and physician.

“Strive not to be a success, but rather to be of value”

- Albert Einstein (1879-1955) Born in Germany, became a theoretical physicist and perhaps the most influential scientist of all time.

“One of my prized possessions is still the prefect’s tie that I got in this school. I keep it with me. It was the first leadership position I ever had”

- Julia Gillard Australia’s first female Prime Minister.

“One of the criticisms I’ve faced over the years is that I’m not aggressive enough of assertive enough, or maybe somehow, because I’m empathetic, It means I’m weak. I totally rebel against that. I refuse to believe that you cannot be both compassionate and strong”.

- Jacinta Ardern, former New Zealand Prime Minister.

“If I didn’t fill my schedule with things I felt were important, other people would fill my schedule with things they felt were important.”

- Melinda Gates, philanthropist, businessperson and global advocate for women and girls.

“Just try new things. You should never view your challenges as a disadvantage.”

- Michelle Obama, former US First Lady.

“It has long been my belief that the right to a good life is founded in a good education.”

- Professor Marcia Langton AO Melbourne University. She is the Foundation Chair of Indigenous Studies, University of Melbourne.

Chris Tudor

Principal Liaison & AISNT Historian

Principal Thoughts 2023// Issue 18: Reflection

Mon, 24 Jul 2023 03:39:01 GMT

Reflections

Yesterday I sat on an early morning flight out of Maroochydore on my way back to my farm in Boorolite. The day before I had flown up to Coolum for the funeral service for my first deputy and wonderful friend Chris Eldridge who had sadly passed away a few days before. In my 30 years at St Philips, I only had two deputies, both called Chris and both of the highest caliber. I was lucky to be able to appoint them both because the best outcome for a Principal and for the school is if the two leaders can work in close harmony - not doing the same things but being definitely on the same page.

Chris and I started work at Maryborough Christian Community College in Country Victoria in January 1979 and quickly struck up a close relationship. We both were given year 9 classes and taught in neighboring rooms. We both had strong opinions about teaching. Chris was a gifted teacher and highly committed staff member, fully engaged in what the school was trying to achieve. Maryborough was a country community and we both became involved in sport, opening the bowling together for a local cricket club. Chris was a colourful teacher and had a terrific capacity to relate to students and was magic with the “naughty” ones. Kids easily liked but respected him. We tackled many projects together from sport, to Outdoor ED, camping, producing musicals amongst many others.

On getting the position at St Philips, which was a Residential College for Outback Kids in those days, giving them the opportunity for an education out of isolation and in Alice where more educational opportunities were on offer. The College had experienced its challenges and I had no illusions that running it was certainly going to be a tough “gig”.

If I was to make a difference I needed the best deputy: hardworking, dedicated, gifted with kids including difficult kids, respected by staff and parents and a passion to make a difference to the lives of the children. There was no better person to work with me than Chris. He was married at that stage and had a baby son. Coming to Alice was a tough challenge - I offered him the job and he accepted. We had known each other for 7 years though one of these he spent in Adelaide getting a Graduate Diploma in special ED, a career he followed for years after Alice.

And so we tackled St Philips together, engendering enthusiasm, upgrading routines, all the while spending time searching for ways to improve the College. It didn’t take long for us to come up with the possibility of adding a transition school where bush kids could come, learn the ropes of boarding, relate to others, make friends, and become comfortable learning in a normal classroom rather than a more isolated environment.

This idea was embraced enthusiastically by the Chair, the Council, and the NT Government. Chair was “full steam ahead” on it, so much so that it quickly morphed into establishing a day/boarding school. This was about two months after we arrived. We ran the College in its present form - heaps of work- and also tacked the massive task of building a school. In the third year Chris took over running St Philips while I undertook the role of “Planning Principal”. Chris was committed, as was often the case in those days, to three years, but stayed on with his family of four for a further six months in 1989 to help launch the school. His contribution to this, as in the previous three years, was absolutely brilliant, helping set in place systems, expectations and the most important thing the Culture of the College. Chris was not only legendary with the 147 new day students which included some of the 80+ boarders. For over half of the boarders continued to attend other schools in town.

This offering of boarding and attending other schools was part of the charter of St Philips in its mission of providing educational opportunities to isolated children.

Chris’s funeral service was a fine tribute to a terrific person who valued loyalty, hard work, vision, teaching and service with an emphasis on truly caring for students and modelling a positive approach to life. In those heady years of the second half of the 1980s in the NT, with the development of independent schooling, Chris made a significant contribution. He was a great man.

I share this with you because, if you are able to have a deputy, and I know some of our schools aren’t, getting the right one is so vitally important. I do know of Principals who were not as lucky with their deputies. It is not an easy position to tackle as some of you who have been deputies will know. And the job description will vary with the school. A person may be the right deputy in one school, go to another and simple not fit. In this case the deputy may become a liability to the Principal and a source of friction or awkwardness which undermines a pleasant working relationship. After my ideal relationship with Chris Eldridge I was nervous about the next appointment and interviewed a number of candidates from around Australia. The responses to the first ad and subsequent interviews, were not what I wanted, so we waited and advertised again. More interviews, until I had a late night one with Chris Leesong and he was definitely the right person. The Council left the decision up to me which I think is the best way to go. I was without a deputy for a year and I vowed I would never do that again particularly in a busy, dynamic day/ boarding school. At that time my brother was a relatively new head of a school in Victoria. I rang him and complained that I didn’t have a deputy. His reply: “Well that’s too bad, neither do I”? You see good deputies were hard to come by. However he also managed to get a good one eventually.

Some important characteristics of a good deputy.

Must be prepared to work with and support you and the school’s philosophy.

Should not be a yes person but be prepared to have an opinion.

Should be seen by staff as a really good teacher.

Must be a good and thorough organizer.

Relate well to students, staff and parents.

Be good at resolving conflict.

Be active and happy to be around the school regularly.

Have a positive personality.

Must present well and be top ambassador for the school.

Present A1 when addressing the school, parents, and staff.

Be really good at dealing with difficult students.

Be good at whatever specific jobs you want to give them. However, like most people they won’t be good at everything.

They must be “rock solid” in a crisis.

Your deputy may need to run the school for a day, a week, a month or maybe 4 - you may have long service, attend a conference, or unfortunately suffer an illness.

Remember they must be really good at public relations and be “marketable”. Parents should be happy.

You could probably add to this list.

If your deputy is the right one for you they will make a huge difference to you and the school. Don’t ever make an appointment because they were the best of a mediocre bunch and you didn’t want to advertise again. I’m so surprised when I hear this happening. Take time, do without, even though that it is hard, and get it right!

I hope some of these quotes are useful.

“The moral is obvious. It is that great armaments lead inevitably to war.”

- Colonel Sir Ernest Edward “Weary” Dunlop was an Australian surgeon renowned for his strong leadership while being a prisoner of war of the Japanese, World War 2.

“To my mind, having a care and concern for others is the highest of the human qualities”. “When I’ve seen an opportunity, I haven’t sat down and called a committee meeting. We’ve gone and done it”.

- Fred Hollows AC was a New Zealand - Australian ophthalmologist who was famous for his work in restoring eyesight for people in Australia and overseas.

“Have no fear of perfection; you’ll never reach it.”

- Marie Curie was a Polish - French physicist who discovered polonium and radium, championed the use of radiation in medicine and fundamentally changed our understanding of radioactivity. She was the first woman to win a Nobel Prize.

“If you don’t risk anything you risk even more”.

- Erica Jong is an American satirist and poet.

“One of the secrets of staying young is to always do things you don’t know how to do to keep learning”

- Ruth Reichl is an American chef, food writer and editor.

“Always be more than you appear and never appear more than you are” “Am I doing something because it is right or simply because it is possible”? “Surprise yourself with what is possible”.

- Angela Merkel, Chancellor of Germany 2005-2021.

“Democracy has the power to quickly spread. But its erosion can happen just as fast. Democracy is freedom. We need to stand up for it”

- Ursula von der Leyden President of the European Commission.

“Start by doing what is necessary, then what is possible, and suddenly you are doing the impossible”. “Whoever works with their hands is a labourer. Whoever works with their hands and head is a craftsman. Whoever works with their hands and head and heart is an artist”.

- Francis of Assisi was the son of a wealthy Italian cloth merchant who lived in the thirteenth century. He grew up to be a spirited worldly leader. He fought in two wars and served twelve months as a prisoner. He then had a vision that directed him back to Assisi where he lived a life of poverty as a friar and founded the Franciscan order.

Written By Chris Tudor

Principal Thoughts 2023// Issue 17: A Valuable Symbol and Reminder

Mon, 17 Jul 2023 03:51:37 GMT